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- 저자 : 김성전 ( Sung Jyon Kim ) (검색결과 1 건)
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학생 제작 UCC를 통한 초등학교 사회과(역사영역)의 체험학습 모형 개발
김성전 ( Sung Jyon Kim ),백인호 ( In Ho Baek ) 역사교육학회 2012 역사교육논집 Vol.48 No.-
Experience learning is one of the important history teaching processes in the elementary school education in which concrete manipulation is of significance. Students come to experience by inference through experience learning and understand history as the present which is continued even now rather than facts of the past. However, the current experience learning is just led by teachers or parents and students rarely leave for experience learning voluntarily with interest and from this problem started the present study. This study aimed to examine how the new experience learning model affect elementary school students` attitude towards history and recognition developing the experience learning model in which students participate themselves with interest by making the results through UCC and posting it on a web site for sharing information after students organized on a small scale conducted experience learning voluntarily. For this, first of all we analyzed the 2007 revised elementary school 5th year social studies curriculum and selected experience learning environ-ments which are the most appropriate for learning aims and contents under the curriculum among experience learning spaces scattered in downtown Seoul. The current study chose 5 places whose division of history into periods is clear and applied the new experience learning model to them, and used learning materials produced by teachers in person by each experience learning environment. The experience learning model developed in the current study is charac-teristic of results of experience learning made through UCC, the experience learning group composed of the small scale and the first and the second experience learning. The experience learning group composed on 6~8 students and a teacher carry out the first round experience learning altogether. The first experience learning is mainly led by the teacher in order to realize the experience learning connected with the curriculum. 2 out of students who came back after finishing the first experience learning organize the second experience learning gathering 4~6 students who have not joined the first experience learning. The second experience learning is carried out only by students and the students who participated in the first experience learning play the teacher`s role. Mutual evaluation and supplementation are made by sharing it by many students after making the second experience learning process through UCC and posting it on a web site. The reason why UCC is made is in order to prevent the subject class hours from being intruded by removing time to make a presentation of the results of ex- perience learning as well as arousing students` interest. As a result of having applied the experience learning model developed in the current study, it was found that students` interest in history and their initiative increased compared to those who were taken the existing class and experience learning, and the students felt stronger the relation -ships between their lives and continuity of history and their pressure of history learning decreased. However, the present study is a test which was conducted with a small number of students and it`s impossible or hard to generalize its effects. In addition, I am very sorry that qualitative research has not been made. In the future the need that it is conducted with more students in more various regions to test its effects remains an issue.
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