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주웅영 한국사회과수업학회 2013 사회과수업연구 Vol.1 No.2
교실 교과수업은 학교교육의 중핵적 위치에 있고, 학교교육의 기본적 토대라고 할 수 있다. 이 교실수업을 규정하고 안내하는 중심적 역할은 각 교과의 교육과정이 수행하고 있 다. 학교교육의 교실수업을 바꾸려고 하는 나라는 무엇보다 먼저 교육과정을 개정하는 작업 을 하는 것이 일반적인 현상이다. 초등학교 사회과 교실 역사수업의 경우에도 사회과 교육과 정의 개정에 의해 교실수업의 모습은 달라질 수밖에 없다. 그러므로 사회과 교육과정이 교실 역사수업에서 어떻게 기능하고 있는지를 살펴보는 것은 매우 중요한 작업의 하나라고 할 수 있다. 이러한 사회과 교육과정은 목표-내용-방법-평가의 4개 영역으로 구성되어 있다. 이들 영역들은 상호 밀접한 관련성을 지니고 있는 동시에 상호작용하는 영역들이므로 교실 역사 수업에서 일관성이 유지되어야만 한다. 그러므로 사회과 교육과정은 목표에 해당하는 성취 기준이 정해지고, 내용선정이라고 할 수 있는 주제선정이 이루어지며, 교수?학습방법인 수 행활동이 이루어지며, 평가에서 중요한 진단평정이 이루어질 때에만 교실 역사수업에서 제대 로 된 기능을 수행하는 것이다. 교실 역사수업에서 이들 기능이 제대로 작동할 수 있도록 교 육과정을 재구성하는 작업의 중요성은 아무리 강조되어도 지나치지는 않을 것이다.
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주웅영 역사교육학회 2022 역사교육논집 Vol.80 No.-
In Korea, 2015, which are highlighted throughout the world through the curriculum revision in ' nurturing core competencies " we are trying to. This is possible only when classroom instruction in school education is shifted from teacher-centered or state-led to student-centered or state-led classroom. In this sense, social constructivism is a teaching and learning theory and principle that is noticed, and the school operation system of the Finnish comprehensive school is a symbolic example that best illustrates student-centered classroom instruction based on the theory of social constructivism. Student-centered classroom instruction requires restructuring of teachers first, so the national level curriculum should be designed on the premise of restructuring of teachers. It is important to keep in mind that they can only function on the basis of the school management system, which transforms the principal's hiring method which has an absolute influence on the reorganization of school culture and secures the professionalism and autonomy of the teachers. Therefore, the design of the national curriculum, the change of the method of hiring principals, and the professionalism and autonomy of teachers are closely linked to each other, which is a very important issue for the conversion and implementation of perceptions of each element within a system. They are the foundation on which the teacher's professionalism and autonomy can be exercised in the classroom. It has the property that can be achieved through conduct study with teachers' action research or university professors. That is, problems can be achieved only when the school operation is carried out from the bottom up based on the professionalism and autonomy of the teachers. Therefore, it would be difficult to switch from traditional teacher-centered classroom classes to student-centered classroom classes without restructuring the school management system. In spite of the theoretical studies of many classroom history lessons of elementary school, the classroom class does not change due to the fact that the school management system is not restructured. That the elementary school history education goals nurturing of historical thinking or in the elementary school history education, efforts to foster 21 century core competence is possible only student-centered classroom instruction based on social constructivism and student-centered classroom is possible only through the restructuring of school administration system, the Finnish comprehensive school is reveled symbolically.
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주웅영 역사교육학회 2010 역사교육논집 Vol.45 No.-
History education in the subject of elementary social studies helps children prepare themselves for the future society. Then the purpose of history education should be fostering qualities of a democratic citizen. A democratic citizen know how to make a reasonable decision, and a reasonable decision is possible only when one has skills to draw and organize scientific knowledge. This implies much about the establishment of the goal of history education in the subject of elementary social studies. The goal of teaching history in elementary social studies, fostering historical thinking, accords well with the purpose of history education in elementary schools. Historical thinking is ability for children, when they face a historical problem or issue, to collect relevant materials and draw a conclusion and generalization. National standards for history making this point clear help us understand historical thinking. If the goal of teaching history in elementary social studies is fostering historical thinking, history classes should encourage students to approach history using the exploration and project method. If not, the purpose of history education in elementary social studies cannot be accomplished, the goal of fostering democratic citizens cannot be achieved, and the subject of social studies will be degraded to a subject of memorization. Finally, it is very important that teachers should know how to reorganize the textbook contents and seriously consider collection of rich materials before class.
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