초등학교 사회과 역사내용 지도과정 실태 조사연구

다국어 초록 (Multilingual Abstract)

To develop students upright historic awareness and behavior elementary students should be educated by proper study methods and materials which are chosen and formed through analysis of educational program which based on the level of historic awareness of the elementary students. However, we have troubled with achieving the goal of history education for lack of various recourses in elementary school. So to find out alternatives for improvement I would like to examine these problems to teachers I have questioned to 296 teachers about history education situation through questionnaire and I compared and analysed the results as by sex, duty location, teaching experience and the grade of students who they are teaching. Results of the research :ire as the followings : First, teaching plans for historical contents have been worked out by most teachers, among the learning-teaching plan and actual condition of learning goal establishment. Setting up the next study objective would rather consider community or children's interest and concern than use the goal that is offered to teacher's guide as it is, it showed that reconsideration should be required. Second, the teachers had taught according to the lesson plan. It was found that most teachers instruct in relation to the goal. On the ground of not doing that, they gave a reason for difficulty of discovering local materials and lack of time enough to reconstruct texts. Main and desirable learning style was showed survey and presentation learning. I thought it was a matter to be desired as teaching values and attitudes carried out directly and indirectly through the ways of conversation and guidance in line with learning subject. Third, in terns of the real picture of using learning materials, reference books were mostly used for teaching historical study. But application of datas didn't meet the expectation, like historical materials, a chronological table of history and historical maps that were thought to be effective to consider history and improve ability to historical interpretation as well as to promote interests in historical study. These facts also support that school is the field of not teaching history but text-centered study. When teachers instruct by using various learning materials to history study, they answered that their great anxiety was caused by difficult expansion of materials. Fourth, among the realities of learning and teaching of the rest historical contents, the most difficult problem to teach history was presented scarcity of study materials. This informs that s course of study training for the teachers now occupied in the Education authorities should be increased.

목차 (Table of Contents)

• I. 서론
• II. 초등학교 역사교육의 이론적 배경
• 1. 역사교육과 역사 의식
• 2. 초등학교 역사교육의 이해
• 3. 초등학교 사회과 교육과정의 이해
• III. 실태 조사 결과 분석 및 논의
• 1. 학습지도계획 및 학습목표설정에 관한 실태 분석 및 논의
• 2. 학습 지도 과정에 관한 실태 분석 및 논의
• 3. 학습 자료의 활용에 관한 실태 분석 및 논의
• 4. 역사 내용의 학습 지도에 대한 실태 분석 및 논의
• IV. 결론
• V. 제언
• 참고문헌
• Abstract