지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第126輯
- 발행연도
- 2013.6
- 수록면
- 1 - 37 (37page)
- DOI
- 10.18622/kher.2013.06.126.1
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초록· 키워드
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This study set out to investigate the organization principles and implications of history lessons in terms of content and method and build a theoretical foundation for teachers to organize their lessons better.
As a result, the following four quadrants of lesson organization principles and implications were discussed in terms of content and method: first, Quadrant Ⅰ contained ontological·student-led lesson organization, in which case students looked into and imagined their ontological pasts for themselves. Secondly, Quadrant Ⅱ contained epistemological·student-led lesson organization, in which case lessons were given in a way that the students were encouraged to discover history as discourse for themselves. Thirdly, Quadrant Ⅲ contained epistemological·teacher-led lesson organization, in which case the students understood history with teachers as an epistemic model. Finally, Quadrant Ⅳ contained ontological·teacher-led lesson organization, in which case the ontological past was transmitted to the students by the teachers in a traditional lesson organization.
The teachers should comprehensively take into account the implications of each quadrant when organizing a lesson. And teachers should be able to understand the implications of each quadrant, properly combine them together, and apply them to their actual lesson organization.
As a result, the following four quadrants of lesson organization principles and implications were discussed in terms of content and method: first, Quadrant Ⅰ contained ontological·student-led lesson organization, in which case students looked into and imagined their ontological pasts for themselves. Secondly, Quadrant Ⅱ contained epistemological·student-led lesson organization, in which case lessons were given in a way that the students were encouraged to discover history as discourse for themselves. Thirdly, Quadrant Ⅲ contained epistemological·teacher-led lesson organization, in which case the students understood history with teachers as an epistemic model. Finally, Quadrant Ⅳ contained ontological·teacher-led lesson organization, in which case the ontological past was transmitted to the students by the teachers in a traditional lesson organization.
The teachers should comprehensively take into account the implications of each quadrant when organizing a lesson. And teachers should be able to understand the implications of each quadrant, properly combine them together, and apply them to their actual lesson organization.
목차
1. 머리말
2. 수업 내용의 구성 원리
3. 교수·학습 방법의 구성
4. 역사수업 구성의 함의
5. 맺음말
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UCI(KEPA) : I410-ECN-0101-2014-370-003340232