학생들은 중요한 역사를 어떻게 판단할까? = How Do students Understand Historical Significance? : The Impact of ‘Narrative Templates’ on Students’ Historical Understanding

다국어 초록 (Multilingual Abstract)

This study investigated how students make sense of historical significance. Using qualitative, task-based interviews, I interviewed 28 secondary students who had taken Korean history courses. Findings indicated that students emphasized the themes of hardship, struggle, and the national development, and they constructed a complete narrative template, ‘hardship—struggle—development,’ based on these three themes. Drawing on Wertsch’s concept of narrative templates, I argue that Korean students’ historical understanding was informed by their use of a narrative template that was present in and out of school. Yet although this template is widely used to explain Korean history, this resulted in significant omissions and distortions. These findings suggest that history educators should consider how reliance on a single narrative structure for understanding history limits students’ historical thinking. I conclude that many different kinds of narrative templates as well as a variety of cultural tools are necessary for students to develop a more complete and nuanced historical understanding.

목차 (Table of Contents)

• 1. 머리말
• 2. 이론적 토대: 역사 이해의 도구로써의 내러티브 템플릿
• 3. 연구 방법
• 4. 연구 결과: ‘시련-극복-발전’의 템플릿을 토대로 한 역사 이해
• 5. 결과에 대한 논의
• 6. 내러티브 템플릿의 단점을 보완한 역사 교수의 필요성
• 7. 맺음말: 향후 연구를 위한 제언
• 참고문헌