歷史的 相像力의 신장을 위한 수행평가 활용

다국어 초록 (Multilingual Abstract)

Most students regard history as a difficult subject. In most case, the reason is that it is deeply rooted as memorizing subject in their cognition. New tendency in history teaching has it common that history subject should be something more than memorizing past events. The insistence has been on the rise that history scholars ought to have interest in human emotions which they didn't have in past. Through carrying out the seventh education process, our country becomes more interested in the cultivation of historical thinking. Historical thinking intends to understand imaginatively the thought. Moreover, history scholar have to try to find effective assessment methods that can enlarge historical thinking. A student attains the historical understanding through the historical thinking in their learning process.
This study chooses composition through imagination as the method of cultivating an ability to understand history with imagination. Essay-type questions are regarded as measuring and enhancing higher level of mental ability. Above all, in history imaginative expressions may be censured for practice of composition.
In addition, history class may be censured for looking upon interest as first consideration. But students can get out of a burden of assessment. They can express the story in their minds in various types. And accomplishment assessment is also process of preparing next classes. Historical imagination ability is aimed to over come the fragmentation and incompletion of historical evidences with filling up insufficient evidences or extrapolating missing parts of evidences. Students found out emotions of people in that times with exercising historical imagination. Therefore they could be more interested in and take part in history class actively. And they was able to have opportunities of discussing anything in history. It is considered a very valuable example on the point of all students` participating in history class. With assessing many times over, teachers could find that the level of the students` exercising imagination was rising. Through those endeavors in this study teachers can give interesting lessons and may present types of a useful assessment. assessment process is necessary to induce the development of historical thinking and to measure the level of the historical thinking.

목차 (Table of Contents)

• 목차
• SUMMARY
• I. 머리말 = 1
• II. 역사적 상상력에 대한 최근 경향 = 3
• 1. 새로운 사조의 수용 = 3
• 2. 새로운 교육과정의 방향 = 7
• 1) 제7차 교육 과정에 반영된 역사적 상상력 = 8
• 2) 교과서 개정 방향 = 10
• III. 역사적 사고력과 수행 평가 = 13
• 1. 역사적 사고력의 개념 이해 = 13
• 2. 역사적 상상력의 구성 요소 = 16
• 3. 수행 평가의 일반적 특성 = 20
• 4. 역사적 상상력을 수행평가로 표현할 필요성 = 24
• IV. 수행평가에 나타난 학생 사고의 특색 및 의미 = 28
• 1. 수행평가의 계획 및 실시 = 28
• 2. 평가 기준의 설정 = 34
• 3. 상상력 평가에 대한 반응 분석 = 37
• 4. 상상력 평가와 역사 학습 흥미도 분석 = 44
• V. 결론 = 49
• < 참고 문헌 > = 52