역사서(歷史書) 교육(敎育)의 방향(方向)과 현재적(現在的) 시사(示唆) -『동몽선습(童蒙先習)』과 『아희원람(兒戱原覽)』을 중심으로-

한은수 ( Han Eun-su ) 동방한문학회 2017 東方漢文學 Vol.0 No.70

Korean nation has paid keen attention to records from the past, and has made great history records such as "Joseonwangjosilrok(조선왕조실록)", "Seungjeongwonilgi(승정원일기)", "Ilseongrok(일성록)“ etc., focusing on history records and history edition. However, it is difficult to know how the history education was made before the modern period due to the lack of data, even though it had a vast history record. Furthermore, there are not many sources that tell how our ancestors learned history books and educated future generations. This study aimed to review an aspect of history education in the Joseon Dynasty by examining the contents of "Dongmongseonseup(동몽선습)" and "Ahiwonram(아희원람)" which were used as early textbooks of the Joseon Dynasty. As the ideological system centered on the Neo-Confucianism developed in early days of the Joseon dynasty, the history also developed under the influence of the Neo-Confucianism. Accordingly, history education was conducted on the basis of the historical perspective of Neo-Confucianism education, focusing on Chinese history. Sunggyungwan(성균관), Sabuhakdang(사부학당) and Hyanggyo(향교) were the core of Geongseo(경서) education. Education of history was carried out as part of various study books inside Gyeonghak(경학). That is to say, the education was performed as `Gyeongsailche(경사일체)` within the learning of Gyeonghak. Therefore, history education focused on lessons from history rather than focusing on individual facts. History education was aimed at clearly recognizing the exemplary history for the future generations in historical events. In the late Joseon dynasty, private education such as Seowon(서원) and Seodang(서당) was activated as well as public school education. The curriculum of the private educational institution was diversified according to the academic tendency or the local environment. The contents of education included books of Gyeongseo(경서), Saseo(사서), Jejaseo(제자서) and poetry books, and the history education was also done in the same way as the early Joseon Dynasty. On the other hand, since the mid 17th century, there was a trend of change that emphasized the education of the history of the nation, while changing the historical perception of gaining lessons and the perception of history based on the Chinese history. This was the result of the influence of the philosophy of Silhak(실학) emphasizing the self-consciousness away from the ideology of the neo-Confucianism. As a result, history education moved away from all inclination of the early Joseon Dynasty to independent education. Historical education in the Joseon Dynasty was based on the contents of "Dongmongseonseup" and "Ahiwonram", which are children`s learning materials. "Dongmongseonseup" summarizes the core of Gyeonghak and history that formed the overall Confucianism education in the Joseon Dynasty. The first half emphasized Oryun(오륜), the core ethics of Confucianism. And the second half recorded the history of Korea from Dangun(단군) through the Three Kingdoms period to the Joseon Dynasty together with the history of China. Through the examination of "Dongmongseonseup", it was found that the intellectuals of the time had pride in the uniqueness and civilization of Korean history and tried to educate it to their descendants. In addition, in terms of technology that emphasizes the pride of small Chinese, it revealed the consciousness of dignity centered on China. Through this, it was possible to see the awareness of the intellectuals who were trying to educate the children to be proud and to be loyal to the Joseon Dynasty, which was comparable to the Chinese civilization. "Ahiwonram" is a children`s encyclopedia, which is divided into 10 categories selected from educational resources in the culture and history in the past and present. "Ahiwonram" mainly reveals the author`s subjective self-awareness attitude by extracting data from the culture and history of our country, and shows a different perception of history than before. It expresses pride in our history with our uniqueness on the equal footing with China through technology such as Dangun of Gojoseon, Park Hyeokgeose(박혁거세) of Silla, Seoktalhae(석탈해), Kim AlJi(김알지), Jumong(주몽) of Goguryeo and the birth myth of King Suro of Gaya. Techonology such as the comparison of the scale of Naseong(나성) of Gaeseongbu(개성부) and Hanyang castle, introduction of the city of each country since Gojoseon, the capital of the small tribal state, administrative district of capital Hanyang, village names of eight provinces and its distance from Seoul in terms of date taking shows practical and empirical historical awareness. In this regard, it can be seen that the intellectuals of the late Joseon Dynasty tried to educate the children about the subjective history perception and the practical history perception attitude through history education. Through a review of the historical records recorded in "Dongmongseonseup" and "Ahiwonram", it is possible to learn the independent history attitude of the ancestors, the practical and empirical history awareness attitudes. It is also possible to learn the exemplary perception(Gamgye감계), which prevents us from making the same wrongdoing, as a mirror of the past mistakes. A history consciousness that wishes peace and coexistence is at the root of the exemplary perception(Gamgye).

민주시민교육과 새로운 지역사 교육

허영란 역사교육학회 2020 역사교육논집 Vol.75 No.-

If history education is defined as value or identity education in a narrow sense, there is a big possibility that it will not be compatible with civic education. It is because the goal of civic education is to help students cultivate their independent thinking competence, critical analysis, and judgment capability. It is thus needed to explore the possibilities of history education that can be combined with civic education while keeping its original characteristics. This study examined the possibilities of "new local history" as part of history education to practice civic education. It pointed out limitations with traditional history education focused on the history of state and center, structure and politics, and the ruling class and provided specific problematic consciousness and research in "local history." In "new local history," "local" areas are perceived anew as historical places established through various exchanges and practices. Hybrid characteristics found in the past of local areas are also incorporated into historical narratives. This approach allows students to look at "places where I live" as specific historical places and realize that their families and communities as well as they themselves are the subjects of (local) history. They can thus have vivid experiences of plural understanding of history and its real examples connected to education for democratic citizenship. One of the prominent methods for local history education is oral history education based on the collaboration work of students, teachers, and interviewees. Students can find history familiar as they participate in oral history education about familiar places and near past. They can also check historical interpretations that change according to the positions and perspectives of interviewees and relativist viewpoints intervening in them. In this process of oral history education, they are able to understand history in plural ways and further cultivate autonomous and critical thinking and criticism, communication skills, and problem-solving capabilities sought after in education for democratic citizenship. Despite such educational effects expected from oral history education, however, one should be careful about the risk of misleading students or leading them to extreme relativism.

제국시기(1871-1914) 독일 교육사의 동향

유진영 ( Jin Young Yu ) 한국교육사학회 2011 한국교육사학 Vol.33 No.1

본고에서는 독일 역사의 시기 중에서 독일 제국시기(1871-1918)를 다룬 교육사의 동향을 알아보았다. 독일 제국 시기는 역사적으로 또한 교육사적으로 매우 중요한 의미를 가진다. 현재의 독일인의 정체성 형성과 교육제도의 근간을 제공하기 때문이다. II장과 III장에서 독일제국시기의 교육사를 다룬 교육사 학계의 관련 학술지와『독일교육사 교본 IV』를 살펴봄으로써 제국시기의 교육사 주제들과 연구사 정리에서 나타나는 특징들을 살펴보았다. 특히 제국 시기의 교육사적 중요성을 드러내주는 주제로서 일반교육분야와 기술교육분야를 살펴보았고, 연구주제와 연구경향에 대한 비판점을 알아보았다. IV장에서는 독일 제국시기의 역사서술의 동향을 살펴보면서 교육사 연구동향의 변화도 함께 비교, 대조하였다. 역사서술방향이 교육사 연구동향에 미치는 영향을 관찰하기 위해 2000년 전후의 연구주제들이 어떻게 변화하였는지도 알아보았다. 끝으로 이러한 사실을 바탕으로 하여 앞으로 교육사 연구 분야에서 새로이 재고되어야 할 점을 제시하였다. 그것은 독일의 교육사연구는 연구주제와 방법론의 다양화를 위해 다른 인접 학문들, 교육학, 역사학, 경제학 및 교육심리학, 교육사회학, 교육철학, 성인교육학, 직업교육학과 특수교육학 등과의 연계가 필요하다는 점이었다. This study focuses on the tendency of History of Education during the German Empire (1871-1914), because the education in this period is very related to the present educational system in Germany. I analysed various themes and points of views from the book "Handbook for German History of Education IV" and from three representative journals on History of Education in Germany, "Historische Bildungsforschung", "Zeitschrift fur p?dagogische Historiographie", and "Jahrbuch fur Universitatsgeschichte". As a result I have found that the tendency of History of Education dealing with the period, the German Empire has mostly been influenced from trends of History. For instance, through the History of technical-vocational education part I found various trends of History of Education like political History of Education, economic History of Education, social History of Education, autobiographical History of Education etc. In conclusion, I came up with suggestions on what needs to be considered and changed in the existing researches on the trends of History of Education in Germany. The research for History of Education needs to be more intensive in relation, not only with history, but also with other human science fields like pedagogy, economics, psychology etc. due to various complicated topics and abstract descriptions in existing researches.

역사 없는 역사교육 - 갈림길 위의 역사교육학을 위한 제언 -

임병철 한국역사교육학회 2018 역사교육연구 Vol.- No.31

This is a historiographical essay which critically reviews two recently published works. In doing so, it aims to evaluate some important arguments concerning the purpose and value of history education proposed within the field of history education. The first work, The Logic of Historical Epistemology and History Education, by paying attention to the subjectivity inherent in history itself, contends that history education should be the socalled humanities education which teaches epistemological procedure and process of historians. Unlike this disciplinecentered perspective, the second work, History Education for the Democratic Society and Citizens, keeps an eye on the public function of education and underscores the turn of history education toward the citizen education or the education viewed from the citizen. Despite this apparent discrepancy, however, two works are not much different from each other, because they all premise a purposeful value and insist to lead students to it. In addition, both works either mythify history as a sort of the almighty key or treat it as a simple educational tool so that they run the risk of foreclosing history out of history eduction. By focusing on these problems, this study proposes to study the history of history education for the development of history education as an academic discipline. 이 글은 최근 서로 다른 관점에서 출판된 두 역사교육 논저를 중심으로 역사교육의 목적과 가치와 관련되어 역사교육계에서 이루어진 중요한 논의들을 검토한 비평적 시론이다. 먼저 『역사 인식의 논리와 역사교육』은 역사 고유의 주관성에 주목하면서, 역사교육이 역사가의 인식 과정이나 절차를 가르치는 이른바 인문교육이 되어야 한다고 강조한다. 이러한 학문주의적 경향과 달리, 『민주사회와 시민을 위한 역사교육』은 교육의 공적 기능에 천착하며 시민 양성이나 시민적 관점에서 본 역사교육으로의 전환을 주장한다. 그러나 이러한 차이에도 불구하고, 두 저작은 모두 특정한 ‘가치’를 전제하고 그것을 중심으로 학생들을 교육해야 한다고 주장하는 점에서 크게 다르지 않다. 또한 이들은 역사를 신화화하거나 교육의 단순한 도구로 제한함으로써 자칫 역사교육에서 역사를 배제하는 위험성 또한 내포한다. 이러한 문제에 주목하면서, 본고는 우리 역사교육의 논의를 확대하고 발전시키는 방안으로서 ‘역사교육학의 역사’를 고구할 것을 제안한다.

의사학 교육 80년, 역사와 현황

이상미,예병일 대한의사학회 2023 의사학(醫史學) Vol.32 No.1

Medical history education enables the medical students to understand the humanistic aspects of medicine and also help to promote the professionalism of doctors. It makes them understand the disappearing or emerging diseases by recognizing the historical changes and trends to respond appropriately. Therefore, it is helpful to study and understand modern medicine. As of March 2023, 22 (55.0%) out of 40 medical schools in Republic of Korea have medical history course as an independent subject and two schools have integrated courses with medical ethics. Compared to 53.1% in 1995 and 56.2% in 2010, similar percentage of medical schools maintained the subject independently. However, the average credits of 18 schools in 2023(2.0) are higher than those of 1995(1.4) and 2010(1.2). The number of full-time professor who specialized in the history of medicine was 2 in 1995, 6 in 2010, and 11 in 2023. Generally, a full-time professor majoring medical history tend to have other duties besides the education and research of medical history, depending on the role of the department to which he or she belongs since they are assigned to the humanities education other than medical history education. Currently, the curriculums that have been recommended by Korea Association of Medical Colleges(KAMC), Korean Institute of Medical Education and Evaluation(KIMEE), and The Korean Society of Medical Education(KSMED), emphasize medical humanities but do not necessarily include the medical history. As a result, medical history courses have increased slightly, but the other humanities classes have increased significantly since 2000. The knowledge of medical history will help students become a doctor, and a doctor with professionalism adapting to the rapidly changing medical environment. Students will also be able to establish the ideas they must pursue in the present era when they come into contact with numerous historical situations. And if they share a sense of history, they will inspire a sense of unity as a profession and will be more active in solving social problems such as health equity. It is hoped that The Korean Society for the History of Medicine will step forward to set the purpose and goal of the medical history education, and organize the contents of the education. Classes should be prepared so that students are interested in them, and education should be focused on how the contents of education will be able to be used in medicine. To this end, it is necessary to establish the basic learning outcomes of history of medicine, and prepare learning materials based on these learning outcomes. It is also necessary to increase the competencies of educators for the history of medicine, such as performing workshops. With the dedication of the pioneers who devoted their energy to the education of medical history, it is expected that medical history will find out what to do in medical education to foster better doctors and provide better education.

<批評論文> 역사교육인가 민주시민교육인가

임기환 역사교육연구회 2023 역사교육 Vol.168 No.-

This article is a critique of the “History Education for Democratic Citizenship Education” argument that has been actively debated in history education circles in recent years. The main focus of the review is on several papers related to history teaching in the book <Theory and Practice of History Education for Democratic Citizenship Education> (2017), which was published as a result of a collaborative study involving Kim Hanjong and ten other researchers. The criticism focuses on two points. The first is the premise that “history [historical writing] is interpretation,” which appears in many of the texts in the book, and the second is that the pursuit of the values of democratic citizenship education is disconnected from its historical context. Most of author in this book are based on the premise that “history [historical writing] is interpretation.” This premise overlooks the process of demonstration that historians use to explore historical facts. The historian’s perspective that operates in the process of historical research comes from an intense awareness of reality, and the “historical knowledge” that is constructed through the historical research process is the historian's practice of reality. The historical facts explored by historical researchers and the construction of historical narratives or historical narratives based on them are “historical knowledge” about the past. This historical knowledge is the result of the historical researcher’s rigorous practice, starting from the perception of reality. historical knowledge is not an interpretation, and historical education should consist of historical knowledge. As a result of the pursuit of the values of democratic citizenship education, most of the history lessons in this book materialize history or are disconnected from their historical context. The reason for this is that the universal values of democratic civic education are being taught through history rather than through historical knowledge. If it is disconnected from the historical context, it cannot be considered history education. Despite these problems, I would like to draw attention to the background of history education as a democratic civic education. In the absence of a new alternative historical narrative, the search for a new transformation of history education has revealed its limitations, and in the end, it has turned to the path of history education that aims at the values of democratic civic education. I would like to criticize this as a result of not only neglecting solidarity with the historical community, but also choosing a way to avoid challenging the basics of history education.

역사교육의 정치적 성격과 다양성 논의

김종준 역사교육학회 2016 역사교육논집 Vol.58 No.-

This study was planned to examine whether the history community and the history education community made proper responses in the process from the controversy over the authorization of “Korean History” textbook by Kyohak Publishing to the controversy over the government designation of history textbooks. The investigator believes that there are two confrontation lines in those controversies. The academic circles made very active responses in the first line whose goals were to keep certain textbooks from getting authorized in an unfair manner and prevent the government designation of history textbooks. Once the true nature of massive hostile force whose presence was revealed outside the academic circles was confirmed, they addressed their internal cracks and conflicts and have confronted the force in such solidarity. There has been, however, another line within the academic circles, and it has something to do with whether the old academic circles have no problem in terms of essence of historical studies and history education. The investigator cited “politicity” and “diversity” as the aspects where the two lines are linked together and as the keywords that both the history and history education community should place importance on in the future. What is the essence of history education? The answer first should include a pursuit of intrinsic values of history education itself such as historical thinking and insight cultivation. History education can be a means of pursuing extrinsic values within the scope of its essential elements not being damaged. All sorts of various political and social forces have their requirements for history education as well as the history, history education, and education communities, which phenomenon is not wrong itself since all types of historical studies and history education cannot escape from the contemporary perspectives that inevitably contain the political judgments of each force. They should be, however, careful as excessive contemporary perspectives and political judgments can distort historical facts and further hinder the pursuit of intrinsic values of history education. When someone insists that certain content should not be taught to students, his or her insistence reflects the speaker's objectives of history education, which include his or her political positions. A political(or contemporary) perspective is projected onto the arguments that history education should cultivate national consciousness, have the students take pride in South Korea, help them enhance their quality as democratic citizens, and encourage them to have historical self-examination. It can be controversial which of the values is more important and which method of history education and what textbook content will be helpful. What is problematic is an attitude of advocating one's own arguments as the “right” truth and disparaging those of others as “political” biases. Such an attitude also violates the value of diversity. It will be a hollow attempt to emphasize only diversity without considering the political nature of history education.

시민역사교육을 위한 내용구성 원리

김한종 한국역사교육학회 2017 역사교육연구 Vol.- No.29

The purpose of this study is to define the concept of civic history education and to research the principle of organizing its subject matters. Civic history education is divided into ‘history education for cultivating democratic citizen’ and ‘history education with civil point of view’ in this article. ‘History education for cultivating democratic citizen’ purposes to develop students who have democratic consciousness and behave practically for constructing democratic society. The practical ability is the core capability of democratic citizen. The domain of civic history education is categorized according to social values such as liberty, peace, equality, human right, unification, multiculture and international understanding. And its syllabi are organized based on those concepts and contents strands in this approach. ‘History education for cultivating democratic citizen’ utilizes history education as the tool for civic education. And it may be worried about that educators interpret historical facts focused on single aspect or formally. ‘History education with civil point of view’ views historical facts with civic perspective. This approach tries to purse history instruction that students interpret historical facts with the view of democratic social point of view. Historical researchers understand historical facts with people's viewpoint, not with state or ruling group, and interpret historical facts from multi perspective in this approach. Pupils, therefore, inference reasonably, and think that historical facts are results of social participation. This approach does not deal with history instruction according to the purpose, but attend care to the essence of historical fact. Criteria of selecting contents are, nevertheless, obscure for ‘history education with civil point of view’ So, critical scrutinization about existing history subject matters should be attached and elements of civic viewpoint should be reexamined. Two approaches are not mutually oppositive or exclusive. They would be two grades of a course in civic history education. And they interact each other in practical history instruction. 이 글은 시민역사교육의 개념을 정리하고, 이를 바탕으로 내용을 선정하고 조직하는 원리를 탐색하는 데 목적이 있다. 이 글에서는 시민역사교육을 ‘민주시민을 기르는 역사교육’과 ‘시민적 관점의 역사교육’으로 ‘시민적 관점의 역사교육’으로 구분하였다. ‘민주시민을 기르는 역사교육’은 민주주의 의식을 가지고 민주사회를 건설하는 데 나서는 실천 능력을 가진 인간을 기르는 데 목적을 둔다. 실천 능력은 민주시민의 핵심역량이다. 자유, 평화, 평등, 인권, 통일, 다문화, 국제이해와 같은 사회적 가치들에 따라 시민역사교육의 영역이 구분되며, 시민교육의 개념이나 내용요소에 따라 교수요목을 구성한다. 이런 접근법에서는 역사교육이 시민교육을 위한 도구가 된다. 또한 시민교육의 목적에 맞춰 역사적 사실을 어떤 측면에 집중하여 이해하거나 기계적으로 해석할 가능성이 있다. ‘시민적 관점의 역사교육’은 시민의 눈으로 역사적 사실을 바라보는 것이다. 역사적 사실을 민주시민성의 관점으로 해석하는 역사학습을 지향한다. 국가나 지배층보다는 민의 눈으로 역사적 사실을 보고, 다원적 관점에서 해석한다. 합리적으로 추론을 하며, 역사적 사실이 사회참여의 산물임에 유념한다. 역사교육을 목적론적으로 접근하는 것이 아니라, 역사적 사실의 본질적 성격에 주목한다. 그러나 ‘시민적 관점의 역사교육’을 위한 내용선정의 기준은 아직까지 불명확하다. 또한 기존 역사교육 내용구성에 대한 비판적 검토가 전제되어야 하며, 시민적 관점의 요소도 재검토해야 한다. 두 가지 접근법은 대립되거나 양자택일의 배타적은 아니다. 시민역사교육을 실제 교실수업에 적용할 경우, 이 두 가지 접근법은 구분이 되지 않거나 상호작용을 할 수도 있다.

논문 : 역사교육의 정치적 성격과 다양성 논의

김종준 ( Jong-jun Kim ) 역사교육학회 2016 역사교육논집 Vol.58 No.-

This study was planned to examine whether the history community and the history education community made proper responses in the process from the controversy over the authorization of "Korean History" textbook by Kyohak Publishing to the controversy over the government designation of history textbooks. The investigator believes that there are two confrontation lines in those controversies. The academic circles made very active responses in the first line whose goals were to keep certain textbooks from getting authorized in an unfair manner and prevent the government designation of history textbooks. Once the true nature of massive hostile force whose presence was revealed outside the academic circles was confirmed, they addressed their internal cracks and conflicts and have confronted the force in such solidarity. There has been, however, another line within the academic circles, and it has something to do with whether the old academic circles have no problem in terms of essence of historical studies and history education. The investigator cited "politicity" and "diversity" as the aspects where the two lines are linked together and as the keywords that both the history and history education community should place importance on in the future. What is the essence of history education? The answer first should include a pursuit of intrinsic values of history education itself such as historical thinking and insight cultivation. History education can be a means of pursuing extrinsic values within the scope of its essential elements not being damaged. All sorts of various political and social forces have their requirements for history education as well as the history, history education, and education communities, which phenomenon is not wrong itself since all types of historical studies and history education cannot escape from the contemporary perspectives that inevitably contain the political judgments of each force. They should be, however, careful as excessive contemporary perspectives and political judgments can distort historical facts and further hinder the pursuit of intrinsic values of history education. When someone insists that certain content should not be taught to students, his or her insistence reflects the speaker``s objectives of history education, which include his or her political positions. A political(or contemporary) perspective is projected onto the arguments that history education should cultivate national consciousness, have the students take pride in South Korea, help them enhance their quality as democratic citizens, and encourage them to have historical self-examination. It can be controversial which of the values is more important and which method of history education and what textbook content will be helpful. What is problematic is an attitude of advocating one``s own arguments as the "right" truth and disparaging those of others as "political" biases. Such an attitude also violates the value of diversity. It will be a hollow attempt to emphasize only diversity without considering the political nature of history education.

『역사교육연구』 게재논문의 동향과 전망

최상훈 한국역사교육학회 2015 역사교육연구 Vol.- No.22

이 연구는 한국역사교육학회가 발간하는 학술지인 『역사교육연구』 창간호부터 제20호까지게재된 총 143편의 글을 검토하고 동향과 전망을 살펴보고자 하였다. 이를 위해 기존의 분류 체계와 개론서를 참조하여 연구 성과를 분류할 10개의 범주를 설정하였는데, 범주별 글의 수는 다음과 같다. 역사교육론 일반 21편, 역사교육과 역사학 15편, 역사교육의 목적·목표 2편, 역사교육의 내용·교육과정 12편, 역사교육의 교재 23편, 역사수업의 방법 22편, 역사학습의 평가 9편, 역사적 사고 14편, 한국 역사교육사 7편, 외국의 역사교육 18편. 각 범주별로 주목할 만한 글을 살펴보면 다음과 같다. 역사교육론 일반 범주에서는 박현숙허은의 연구가 대표적이다. 이 연구는 고등학교 역사교사 3명의 수업에 대한 참여관찰을 통해 교과서에 대한 해석 양상과 교수내용지식의 활용 방식을 규명하였다. 역사교육과 역사학 범주에서는강선주의 젠더 개념 규명과 류현종의 초등학생 역사 재현에 관한 연구가 의미 있었다. 역사교육의 목적목표 범주에서는 발표된 글이 두 편에 불과하므로 의미 있는 글을 지적하기는 어렵지만두 글에서 제안한 방안을 교육과정 집필이나 평가문항 출제에 반영하는 것이 필요하다고 생각한다. 역사교육의 내용교육과정 범주에서는 황지숙의 글이 돋보이는데 동아시아사가 처음 등장한상황에서 내용구성이나 학습방안을 어떻게 할 것인지를 제시했다는 점에서 의미가 있다. 역사교육의 교재 범주에서는 천은수의 오개념 형성을 유발하는 교과서 서술 분석에 관한 글이 눈에 띄었다. 역사수업의 방법 범주에서는 이영효, 이해영, 권정애, 류현종의 글이 방법론적으로 새롭고의미 있는 성과를 제시했다고 보았다. 역사학습의 평가 범주에서는 오정현과 김미선의 글이 주목할 만하다고 보았다. 오정현은 출제과정에서 난이도와 관련해서 고려해야 할 준거를 제시하였고, 김미선은 내용타당도를 제고하기위한 방안을 제시하였는데 학교현장에서 활용 가치가 높은 제안이라고 생각한다. 역사적 사고 범주에서는 방지원의 글이 돋보였다. 방지원은 감정이입적 역사이해에 대한 재개념화 필요성을 제기하였는데 기존 학설의 문제점을 지적하고 대안을 제시하였다는 점에서 의미가 크다고 보았다. 한국 역사교육사 범주에서는 김한종의 연구가 일제시기 교육사 연구의 토대를 마련했다는 점에서 의미가 있다고 생각한다. 외국의 역사교육 범주에서는 김정인과 신주백의 일본 역사교과서 서술 관련 연구가 돋보였고, 신경희의 미국 역사교사의 인식 조사 연구도 의미 있는 연구라고 생각하였다. 『역사교육연구』의 발전을 위해 앞으로도 시의적절한 주제를 선택하거나 새로운 방법론을 도입하여 학술대회를 꾸준히 개최해야 한다. 학술대회 발표자와 토론자도 회원에게만 한정하지 말고 적극적으로 발굴하여 참여시켜야 한다. 그래야 학회의 저변이 확대되고 학회지의 내용이 풍성해질 수 있다. 양적인 확대뿐만 아니라 질적인 성장도 필요하다. 기존 학설의 문제점을 찾아내고 새로운 대안을 제시하거나, 학교현장에 직접 참여하여 역사수업의 실체를 살펴보거나 학생들에 대한 질문지 조사나 심층면접을 통해 역사교사와 학생들의 역사인식이나 역사의식을 구체적으로 밝힐 필요가 있다. 이와 아울러 연구 성과가 부진한 범주의 연구도 활성화시킬 필요가 있다. This study intended to survey the theses in the Studies on History Education published by Korea History Education Association and review their tendencies and prospects. In order to attain these goals I set up ten categories by referring to the existing classification frames and the introduction textbooks of history education. The number of the theses by categories were as follows. General theories on history education(21), history education and history(15), goals and objectives of history education(2), contents and curricula of history education(12), teaching materials of history education(23), methods of history teaching(22), evaluations of history learning(9), historical thinking(14), history of Korean history education(7), foreign history education(18). The features of significant theses by categories were as follows. In the category of general theories on history education, the study on the high school teachers' pedagogical content knowledges is representative. This investigated the interpretation patterns about textbooks and the practicable methods of pedagogical content knowledges by participation observation on classes of three high school teachers. In the category of history education and history, the study on gender concept and the study on history representation of primary school pupils are significant. In the category of goals and objectives of history education theses are only two, but they are worthy of being applied to curricula reforms and making questions. In the category of contents and curricula of history education, the study on the history of East Asia is significant because that suggested the contents organization and learning methods of the history of East Asia. In the category of teaching materials of history education, the study on sentences in textbooks leading to the misconceptions formations is remarkable. In the category of methods of history teaching, the studies using new methodologies are significant. In the category of evaluations of history learning, two studies are remarkable. One suggested criteria to consider about the difficulty of items in making questions, and the other suggested the methods to raise the content validity. In the category of historical thinking, the study on reconception of the empathetic history understanding is remarkable. In the category of history of Korean history education,the study on history of history education at Japan conquest era is significant. Lastly in the category of foreign history education, the studies on the accounts of Japan textbooks are significant, and the survey on American history teachers' historical recognitions is remarkable, too.