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130輯
- 발행연도
- 2014.6
- 수록면
- 41 - 81 (41page)
- DOI
- 10.18622/kher.2014.06.130.41
이용수
초록· 키워드
오류제보하기
As the starting point of history educational Researches focusing on learners, the question of the social contexts of student’s historical knowledge is very important. In this survey, I analyzed statistical data about middle and high school students’ understanding and perceptions of the Contemporary History of Korea and history education. The data derived from detailed examinations of learner’s understanding and perceptions of the History and history education, that were carried out by the Institute of History Education in 2010 and 2013.
Generally, middle and high school students are interested in learning history, especially, nearly 30 percent of the them think that student should know more Contemporary History of Korea. And they think that learning history will do them good to understand matters now, to learn lessen and wisdom for a better future.
At ‘depths interview’, students judge importance of historical events by ‘present tasks and lesson of history’. They feel serious danger reality of national division of North and South, and tend to look for historical lesson for ‘peace settlement’ from the Korean War and the Inter-Korean summit. They are very proud of the ‘development of democracy’ and value highly the ‘Gwangju Democratization Movement’ and the pro-democratic resistance movement in 1987. They hope for harmonious development of democratization and industrialization in the future, place special emphasis upon ‘distribution justice’.
Generally, middle and high school students are interested in learning history, especially, nearly 30 percent of the them think that student should know more Contemporary History of Korea. And they think that learning history will do them good to understand matters now, to learn lessen and wisdom for a better future.
At ‘depths interview’, students judge importance of historical events by ‘present tasks and lesson of history’. They feel serious danger reality of national division of North and South, and tend to look for historical lesson for ‘peace settlement’ from the Korean War and the Inter-Korean summit. They are very proud of the ‘development of democracy’ and value highly the ‘Gwangju Democratization Movement’ and the pro-democratic resistance movement in 1987. They hope for harmonious development of democratization and industrialization in the future, place special emphasis upon ‘distribution justice’.
목차
1. 여는 글
2. 연구 방법
3. 현대사의 중요성에 대한 인식
4. 현대사의 주요 사건, 역사적 중요성의 판단 기준
5. ‘산업화와 민주화’에 대한 인식, 미래에 대한 전망
6. 맺는 글
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UCI(KEPA) : I410-ECN-0101-2015-370-001692380