고등학생들이 역사 소논문 쓰기 활동을 통해 파악한 역사지식의 특징 = The characteristics of historical knowledge that high school students grasped through writing of history

다국어 초록 (Multilingual Abstract)

This study is a case study conducted jointly by a history teacher and a history education researcher. The purpose of this study is to investigate how students establish their own inquiry problem, identify what subjects and media have formed their own knowledge of history, and the process of attempting contextualization through ‘writing of history’.
This study investigated the following four. First, what type of questions do students have in the historical knowledge they often encounter? Second, how do students select and use materials to solve their inquiry problems? Third, if there are different facts or interpretations between historical knowledge and mobilization data that are known, what do they judge the historical truth based on what is the standard? Fourth, through this learning process, what they think they have learned newly or respectively?
The students wanted to know the record of the day to see if their historical knowledge matches the actual record. But this was difficult without the help of a teacher or mentor. This means that students need to be educated on how to find historical materials.
In addition, students investigated the history and historical records of historical figures in order to solve the inquiry problem. In particular, the lately records of historical figures were examined by the articles of the newspapers. The students figured out the patterns of memories or memories of the later generations of historical figures. In this process, however, the students did not go far enough to question the background of later memories. This shows that the students' knowledge of the historical context is inadequate.
Of course, the students found the difference between the historical records and the later records of historical figures, and compared the records of the primary records to the errors of later recordings. However, students did not go far to discovering different perspectives and inter pretations between historical knowledge and mobilized materials that they already knew. In addition, it has not been developed to the consciousness of the issue of what historical truth should be judged based on, and it has not advanced to grasp what form of historical knowledge is formed due to difference of subject or viewpoint in what context.
This suggests that history teachers need to learn not only to read the texts superficially but also to understand the historical background and context of the record, in order for the students to grasp the historical record in the historical context.

참고문헌 (Reference)

1 김태웅, "인문학적 감성과 역사이해" 미래엔 2015

2 이정은, "유관순-불꽃같은 삶, 영원한 빛" 류관순열사기념사업회 2004

3 임명순, "유관순 열사가 해방 후에 발굴되는 배경" 19 : 2014

4 양호환, "역사적 사실의 특징과 역사교육의 특수성" 역사교육연구회 (113) : 103-130, 2010

5 설혜심, "역사, 어떻게 볼 것인가" 서울 도서출판 길 2011

6 강선주, "역사 수업에서 문자 사료 읽으며 역사적으로 사고하기 방안" 31 (31): 2011

7 Samuel Wineburg, "Reading like a historian: teaching literacy in middle and high school history classrooms" Teachers College Press, Columbia University 2011

8 정상우, "3·1운동의 표상 ‘유관순’의 발굴" 한국역사연구회 (74) : 235-263, 2009