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This paper intends to survey the uses of history, to find out the relations of historical uses and objectives of history teaching, and to suggest the objectives of history teaching for the National Curriculum.
Among many uses of history, this paper surveys as follows.
Firstly, history serves much edification. Secondly, history is useful for the succession of traditional heritages. Thirdly, historical facts are helpful to the understanding of the present and humanity. Fourthly, if we obtain many historical facts, we can become persons with noble personality and high qualitative cultures.
In order to realize the uses of history in schools, we must establish proper objectives of history teaching. Generally the references of educational objectives are essential and intrinsic aspect of discipline, demands of nation and society, cognitive and affective development level of pupils. Among those, the uses of history are mainly applicable to the first aspect, partly related with second aspects.
And in order to set up objectives of history teaching we must consider behavioral domains of curriculum too. According to Bloom's educational objective taxonomy, those are divided into cognitive domain and affective domain. The uses of history are mainly applicable to the first domain, partly related with the second. These two domains can be changed into areas of knowledge and understanding, skills, values and attitudes. Among those the uses of history are mainly applicable to the first area, partly related with the third.
Also we must consider the problems of part histories as political history, economical history, social history, and cultural history, so on. Because it becomes an issue to emphasize only the uses of history as aims of history teaching, we must establish the objectives of history teaching, by considering the balance of several references.
According to references of educational objectives and sequence of educational contents, this paper suggests the educational objectives of korean history and world history for primary school, middle school, and high school. Because these are tentative plans, it is necessary to test their validity.
Among many uses of history, this paper surveys as follows.
Firstly, history serves much edification. Secondly, history is useful for the succession of traditional heritages. Thirdly, historical facts are helpful to the understanding of the present and humanity. Fourthly, if we obtain many historical facts, we can become persons with noble personality and high qualitative cultures.
In order to realize the uses of history in schools, we must establish proper objectives of history teaching. Generally the references of educational objectives are essential and intrinsic aspect of discipline, demands of nation and society, cognitive and affective development level of pupils. Among those, the uses of history are mainly applicable to the first aspect, partly related with second aspects.
And in order to set up objectives of history teaching we must consider behavioral domains of curriculum too. According to Bloom's educational objective taxonomy, those are divided into cognitive domain and affective domain. The uses of history are mainly applicable to the first domain, partly related with the second. These two domains can be changed into areas of knowledge and understanding, skills, values and attitudes. Among those the uses of history are mainly applicable to the first area, partly related with the third.
Also we must consider the problems of part histories as political history, economical history, social history, and cultural history, so on. Because it becomes an issue to emphasize only the uses of history as aims of history teaching, we must establish the objectives of history teaching, by considering the balance of several references.
According to references of educational objectives and sequence of educational contents, this paper suggests the educational objectives of korean history and world history for primary school, middle school, and high school. Because these are tentative plans, it is necessary to test their validity.
목차
1. 序言
2. 歷史의 有用性
3. 有用性과 歷史敎育目標의 準據
4. 歷史敎育目標의 設定 方案
5. 結語
Abstract
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