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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2002.5
- 수록면
- 151 - 182 (32page)
- DOI
- 10.17068/lhc.2002.05.5.1.151
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초록· 키워드
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In this paper, the status and prospect of teaching local history with regards to the 7th curriculum, have been discussed from the viewpoint of the history teacher in the middle school.
Specifically, in the public and basic subjects of middle & high school, teaching local history is not clearly defined by 7th curriculum, which was pointed out in the 6th educational procedure. There is a lot of discretion by local governments and schools. Improved local history education can be achieved when the quality of teachers and research of local history increases. But, it is quite difficult for the students, in the entry exam level, to study local history in its real sense. When considering the relation between the elementary school and the middle school, because of factors such as the historic consciousness of the middle school students, and the entry exam to high school (focused on performance evaluation), teaching local history should be focus on middle school education.
The act of teaching local history is generally decided by the attitude and ability of the teachers. The importance of teaching local history, the ability to do research and investigation, and the educational principle and its methods, should be taught by the universities.
The cooperation should be made among local education authorities, teacher-training institutes, local museums, universities, local governments culture institutes, local historians, teacher organizations and teachers themselves. The text books of local history, (such as general statements, materials, the principle and methods of education, etc) should also be supplied, cooperatively by field teachers, local historians, and researchers of local history. Additionally, it should be supported by the local authorities and the educational authorities.
The achievements of teaching local history depend on research and recognitions of local history, thus the research results must be abundant in order for education to be activated. In Korea, the central government has long dominated. And since local and central history are related to one another, in an organic manner, the state (or world) history can be reviewed from the viewpoint of local history, and the results can be adapted to the fields of teaching local history.
From now, the methods of local history education should focus on subject approaches, and the development of various teaching-learning methods.
Specifically, in the public and basic subjects of middle & high school, teaching local history is not clearly defined by 7th curriculum, which was pointed out in the 6th educational procedure. There is a lot of discretion by local governments and schools. Improved local history education can be achieved when the quality of teachers and research of local history increases. But, it is quite difficult for the students, in the entry exam level, to study local history in its real sense. When considering the relation between the elementary school and the middle school, because of factors such as the historic consciousness of the middle school students, and the entry exam to high school (focused on performance evaluation), teaching local history should be focus on middle school education.
The act of teaching local history is generally decided by the attitude and ability of the teachers. The importance of teaching local history, the ability to do research and investigation, and the educational principle and its methods, should be taught by the universities.
The cooperation should be made among local education authorities, teacher-training institutes, local museums, universities, local governments culture institutes, local historians, teacher organizations and teachers themselves. The text books of local history, (such as general statements, materials, the principle and methods of education, etc) should also be supplied, cooperatively by field teachers, local historians, and researchers of local history. Additionally, it should be supported by the local authorities and the educational authorities.
The achievements of teaching local history depend on research and recognitions of local history, thus the research results must be abundant in order for education to be activated. In Korea, the central government has long dominated. And since local and central history are related to one another, in an organic manner, the state (or world) history can be reviewed from the viewpoint of local history, and the results can be adapted to the fields of teaching local history.
From now, the methods of local history education should focus on subject approaches, and the development of various teaching-learning methods.
목차
Ⅰ. 머리말
Ⅱ. 향토사 교육의 필요성과 방법
Ⅲ. 제7차 교육과정과 향토사 교육
Ⅳ. 향토사 교육의 과제와 개선 방향
Ⅴ. 맺음말
〈Abstract〉
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