중학생의 역사 드라마 시청이 역사의식에 미치는 영향 = The Relationship between historical drama watching of junior high school students and their historical awareness.

다국어 초록 (Multilingual Abstract)

This study is aimed at proposing the specific plans to use history drama lessons through the study on the relations between reality, fascination and involvement that are sub-variables of history drama viewing and middles school students’ historical consciousness, and to raise their historical consciousness by using history drama lessons. In order to accomplish such a goal, the study selected respective 250 middle school students in Daegue and Gumi, Gyeongsangbuk-do as its subjects, and the surveyed and analyzed findings are obtained as follows.
First, it is the result obtained by dividing the subjects’ general characteristics. Fascination and involvement
among reality, fascination, and involvement that were sub-variables had a difference in the division by sex. Fascination was shown to be higher in female students while involvement was higher in male students. In addition, as to the region, history drama viewing had no difference in middle school students of Daegue and Gyeongsangbuk-do. Historical consciousness was higher in middle school students of Daegue that those of Gyeongsangbuk-do, while regarding the grade there was no difference in history drama viewing and historical consciousness.
Second, it was the result regarding how reality, fascination, and involvement that were sub-variables of history dram viewing affected historical consciousness. With regards to types of history dram viewing, fascination, reality, and involvement significantly affected historical consciousness in order. According to the gender, male students’ reality, involvement, and fascination gave a significant effect on historical consciousness while female students’ involvement didn’t affect historical consciousness, and fascination and reality gave an effect on historical consciousness in order. As to the grade, the first graders’ reality, fascination, and involvement were not related to historical consciousness while the second graders’ reality and fascination except for involvement affected in order. Besides, the third graders’ fascination only affected historical consciousness. Regarding the region, fascination and reality of middle school students in Daegu affected historical consciousness in order while fascination, involvement, and reality of middle school students in Gyeongsangbuk-do influenced historical consciousness.
Like this, there was a little difference in the gender, grade, and region, but reality, fascination, and involvement that were sub-variables related to history drama viewing affected historical consciousness, and the higher sub-variables related to history drama viewing were, the higher historical consciousness was.
Due to the fact that history dramas had a fictional element, there was a discussion on educational efficiency. However, this study verified the fact that history dramas can be educationally used, instead of deciding whether history drams were true or not. Based on the findings of the study, the effective utilization methods of history dramas in history lessons are suggested as follows.
First, the study of historical figures using history dramas is possible. Students can understand properties of characters through re-enactment and empathy, and approach various figures that don’t appear in textbooks. Second, they can raise critical view that is able to divide false and fact of history dramas and use it to the fact learning. Third, it is possible to learn historical terms. By learning unfamiliar and difficult historical terms in advance, they can increase interest in history lessons. Fourth, storytelling of historical materials is possible. Students can make their own new interpretation by constructing various historical materials in a way of history dramas. Fifth, they can use a decoration making of history dramas, a visiting of the set, and a clipping of TV screen capture in various manufacturing studies as materials. Sixth, they can have a mock trial and a role-playing lesson regarding behaviors decisions of history drama figures. Seventh, they can study the public life history through history dramas.

목차 (Table of Contents)

• 머리말 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 방법 및 범위 6
• Ⅰ. 역사 드라마와 역사의식 8
• 1. 선행연구 동향 8
• 2. 역사 드라마와 시청 10
• 1) 역사 드라마의 정의 및 특징 10
• 2) 시청 태도 유형 13
• 3. 역사의식 16
• 1) 역사의식의 정의 16
• 2) 중학생의 역사의식 19
• 4. 역사드라마의 시청과 역사의식의 관계 21
• Ⅱ. 조사 및 분석 23
• 1. 조사방법 23
• 2. 조사결과 26
• 1) 조사 대상자의 특성 26
• 2) 일반적 특성에 따른 분석 29
• 3) 시청에 따른 분석 33
• 맺음말 - 역사 드라마의 효율적인 수업활용방안 38
• 참고문헌 45
• Abstract 50
• 부록 53