고등학교 국사수업에서 내러티브를 활용한 인물학습방안 (The Plan for Studying Figures Using Narratives in High School's National History Classes)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 48호 / 109 ~ 141페이지
· 저자명 : 김태훈

초록

History teachers aims to heighten the amusement and interest of students in history and to cultivate historic thinking by having them grasp historic facts and contents. Historical figures are one of the good contents of the lesson in achieving such goals. Notwithstanding, however, data and textbooks which are meant for presenting historic figures to students have not been developed actively. Thus, in this study, after the lesson was given with the textbook developed for studying historical figures which can be used during national history classes and this study is intended to analyze the result of the change experienced by students.
First, the educational function of figure studying was organized based on preceding studies and then a model for the aiming point of figure studying was suggested through historical narrative-type textbooks and reenacting experiences method to achieve such educational function. Considering that figure studying was done mainly by elementary and middle schools, the necessity of figure studying at the high school stage was examined in terms of systematization and curriculum. In addition, the standard for selecting figures was organized and the narrative system which can depict historical figures well was seen as the historical narrative, the narrative, and this study suggested the necessity of using the narrative as the textbook.
Based on such logic foundations, an annual lesson plan for figure studying for high school's first grade students was prepared, selecting 26 figures from 15 units. Among them, those on whom the researcher actually gave lessons were Ondal, Princess Pyunggang, Pyungryang and Manjeok, and Choi, Ji-won and the reason for selecting these figures and the standard for and the process of producing the narrative textbook to display them were given. This study found that for figure studying with the use of the narrative textbook, the reenacting experience learning model which enables students to experience a figure's thinking second-hand through the past figures' situations and conditions is appropriate.
The plan for learning stage and that for teaching-learning suitable for the reenacting experience learning model was prepared and lessons were given to 3 classes at vocational high schools and another 3 at academic ones in Gu-mi regions from September, 2009 to March, 2010. In the first half of the classes, their prior knowledge of figures was checked through the first stage of learning materials and then the second stage of learning materials was presented so that they can read a specific figure's story, find and prepare the content regarding the picture of society and historical facts of the time. In the latter half of the classes, whether they can think the same as each of the figures did if they were in their places was examined through a subjective writing in 'Enhance one's thinking ability' at the third stage of learning materials.
The analysis was conducted based on the reaction of students to pre- and post-questionnaire after the lessons were given and the result was confirmed to be that the amusement, interest and participation of students appeared to be more positive than before the lessons were given, so figure studying provided an opportunity for them to approach the history. As a next step, the content of the learning materials completed by students were analyzed and the result was confirmed to be that as the lessons were going on, they found out historical facts and figures' activities correctly and their ability to express from the standpoint of the figures was enhanced.
To expand the figure studying which has such a positive effect, it is deemed necessary to make efforts to develop data, textbooks and the method for giving lessons and to re-process historical data on figures.

영어초록

History teachers aims to heighten the amusement and interest of students in history and to cultivate historic thinking by having them grasp historic facts and contents. Historical figures are one of the good contents of the lesson in achieving such goals. Notwithstanding, however, data and textbooks which are meant for presenting historic figures to students have not been developed actively. Thus, in this study, after the lesson was given with the textbook developed for studying historical figures which can be used during national history classes and this study is intended to analyze the result of the change experienced by students.
First, the educational function of figure studying was organized based on preceding studies and then a model for the aiming point of figure studying was suggested through historical narrative-type textbooks and reenacting experiences method to achieve such educational function. Considering that figure studying was done mainly by elementary and middle schools, the necessity of figure studying at the high school stage was examined in terms of systematization and curriculum. In addition, the standard for selecting figures was organized and the narrative system which can depict historical figures well was seen as the historical narrative, the narrative, and this study suggested the necessity of using the narrative as the textbook.
Based on such logic foundations, an annual lesson plan for figure studying for high school's first grade students was prepared, selecting 26 figures from 15 units. Among them, those on whom the researcher actually gave lessons were Ondal, Princess Pyunggang, Pyungryang and Manjeok, and Choi, Ji-won and the reason for selecting these figures and the standard for and the process of producing the narrative textbook to display them were given. This study found that for figure studying with the use of the narrative textbook, the reenacting experience learning model which enables students to experience a figure's thinking second-hand through the past figures' situations and conditions is appropriate.
The plan for learning stage and that for teaching-learning suitable for the reenacting experience learning model was prepared and lessons were given to 3 classes at vocational high schools and another 3 at academic ones in Gu-mi regions from September, 2009 to March, 2010. In the first half of the classes, their prior knowledge of figures was checked through the first stage of learning materials and then the second stage of learning materials was presented so that they can read a specific figure's story, find and prepare the content regarding the picture of society and historical facts of the time. In the latter half of the classes, whether they can think the same as each of the figures did if they were in their places was examined through a subjective writing in 'Enhance one's thinking ability' at the third stage of learning materials.
The analysis was conducted based on the reaction of students to pre- and post-questionnaire after the lessons were given and the result was confirmed to be that the amusement, interest and participation of students appeared to be more positive than before the lessons were given, so figure studying provided an opportunity for them to approach the history. As a next step, the content of the learning materials completed by students were analyzed and the result was confirmed to be that as the lessons were going on, they found out historical facts and figures' activities correctly and their ability to express from the standpoint of the figures was enhanced.
To expand the figure studying which has such a positive effect, it is deemed necessary to make efforts to develop data, textbooks and the method for giving lessons and to re-process historical data on figures.

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