역사 수업 교재를 활용한 고등학교 역사 수업 개혁 사례 연구 = Reforming High School History Classroom Practices-A Case Study on the Use of Curriculum Materials

다국어 초록 (Multilingual Abstract)

Recent reform efforts in history education emphasize historical inquiry and thinking skills. Such reform rhetoric made its way to key policy documents both in Korea and the U.S. However, realizing this lofty goal seems to be harder than expected. The challenge partly originates from the dearth of research on what actually goes on in classrooms. This study takes a widely adopted approach in the U.S. education reform-a curriculum intervention-and examines to what extent a teacher uses innovative curriculum materials and realizes the goal undergirding the curriculum in her high school U.S. history classroom. The curriculum used in the study was based on best practices in history education and focused on teaching and learning historical inquiry using various sources. Interviews and classroom observations were audiotaped and/or videotaped, then transcribed for analysis. The analysis results suggest the need for curriculum materials that foster teacher learning as well as student learning and more systematic teacher preparation. Further studies on contextual barriers hindering education reform are also called for.