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127輯
- 발행연도
- 2013.9
- 수록면
- 65 - 99 (35page)
- DOI
- 10.18622/kher.2013.09.127.65
이용수
초록· 키워드
오류제보하기
Many history teachers say that students lose their interest in history class. Through journal writing and surveys, I found the feature of interest which students felt in history class.
First of all, students felt interest about the facts which they were familiar to, have experienced in their early years. Students like the history teacher who explains the contents over and over or gives a concrete example. Second, students understood historical contents simply. They didn’t place historical events in historical situation where those historical events arouse. Though teacher explained various King Sejong’s achievement in class, students accepted only t he f act that H angeul was invented b y King S ejong. T hey expressed their emotions of historical persons and events simply without historical basis. Lastly, students had interest in war. Themes such as war, sex, power and death were very popular with many students. But history teacher should pay close attention when they teach these themes because students accepted the historical events simply without understanding historical situations.
First of all, students felt interest about the facts which they were familiar to, have experienced in their early years. Students like the history teacher who explains the contents over and over or gives a concrete example. Second, students understood historical contents simply. They didn’t place historical events in historical situation where those historical events arouse. Though teacher explained various King Sejong’s achievement in class, students accepted only t he f act that H angeul was invented b y King S ejong. T hey expressed their emotions of historical persons and events simply without historical basis. Lastly, students had interest in war. Themes such as war, sex, power and death were very popular with many students. But history teacher should pay close attention when they teach these themes because students accepted the historical events simply without understanding historical situations.
목차
1. 들어가는 말
2. 흥미에 대한 연구
3. 분석대상 및 분석방법
4. 학생들의 흥미 분석
5. 학생들의 흥미로 살펴본 역사수업의 특징
6. 나가는 말
참고문헌
참고문헌 (20)
참고문헌 신청
1. [단행본] - 최상훈 / 2005 / 역사교육내용방법 / 책과함께
2. [단행본] - D. Y. Dai / 2004 / Motivation, emotion, and cognition: Intergrative perspectives on intellectual functioning and development / Lawrence Erlbaum Associates
4. [학술지(정기간행물)] - 곽영순 / 2006 / 초·중등 학생들의 과학 흥미도 조사 / 한국지구과학회지 27 (3) : 260 ~ 268
5. [학술지(정기간행물)] - 김무영 / 2012 / 학생들이 인식하는 체육수업 분위기와 교과 흥미도와의 관계 / 한국스포츠교육학회지 19 (1) : 43 ~ 60
6. [학술지(정기간행물)] - 김상달 / 2010 / 과학교과에 대한 학생들의 흥미도 실태 조사 / 대한지구과학교육학회지 3 (3)
2. [단행본] - D. Y. Dai / 2004 / Motivation, emotion, and cognition: Intergrative perspectives on intellectual functioning and development / Lawrence Erlbaum Associates
4. [학술지(정기간행물)] - 곽영순 / 2006 / 초·중등 학생들의 과학 흥미도 조사 / 한국지구과학회지 27 (3) : 260 ~ 268
5. [학술지(정기간행물)] - 김무영 / 2012 / 학생들이 인식하는 체육수업 분위기와 교과 흥미도와의 관계 / 한국스포츠교육학회지 19 (1) : 43 ~ 60
6. [학술지(정기간행물)] - 김상달 / 2010 / 과학교과에 대한 학생들의 흥미도 실태 조사 / 대한지구과학교육학회지 3 (3)
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UCI(KEPA) : I410-ECN-0101-2014-370-002842955