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공학 일반 건축공학 기계공학 산업공학 재료·에너지공학 전기전자공학 조선해양공학 화학공학 컴퓨터학 기타공학
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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
유득순 (대구외국어고등학교)
저널정보
역사교육학회 역사교육논집 역사교육논집 제62호
발행연도
2017.1
수록면
47 - 88 (42page)

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초록· 키워드

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A history-movie can be a useful material for teaching history, as it makes it easier to understand historical facts, while providing an in-depth description of the emotions or thoughts of the people. In order to use such a teaching material as a history-movie effectively, it is necessary to understand not only the material but also the relationship between the teacher and the learner. A class is eventually a process of communication between a teacher and learners centered around the contents of the curriculum. However, the studies on the teaching methods utilizing history-movie have not addressed such an aspect so far in a satisfactory manner. Most of the studies were centered around how the movies are to be pre-treated by the teachers and in what manner they are to be presented. That is, not enough attention was paid on how the learners would receive the movies or at which point they would have questions. For this reason, the following survey was conducted in order to understand how the learners received the history-movies. For this, the learners were shown two different versions a history-movie, titled ‘Ode to my father’ (of which one version was focused on the historical background, while the other was more focused on the minds of the characters.) then, the learners were asked which scene was the most impressive and what question they had as they watched the movie. The survey revealed following implications. Firstly, what the learners may think of the important contents in a movie can be different if the plot is arranged differently. For this reason, the teacher is required to edit the movie clip in line with the objective of the class. Also, the editing should ensure that the clips show a clear causal relationship. Secondly, it turned out that there were around six questions that occurred to the learners; 1) questions on the facts and information in a movie, 2) questions on the causes of situations in a movie, 3) questions whether the situations depicted in a movie are truly historical events, 4) the causes of the historical events shown in a movie, 5) questions on the information related to the historical events what form the background of the movie, and 6) questions on the cause of the historical events that form the background of the movie. For this reason, it is necessary to provide the learners with information in advance, like who, when, and where. Also, it is important to inform that whether the key events in the movie are factual or fictional. A historical time table can be used to explained the learners to the historical background. Without these, it would not it would not be possible for the learners to concentrate on the key issues rather than the trivia. And, this is the only way the learners may use their own brain as they watch the movie. Third, the questions that can be asked of the learners can be as follows; why did the characters made the choices they made? What description of the historical events was incorrect? Rather than the elements in the movie, how should we evaluate the movie itself? (What was the intent of the director? What is the key theme of the movie?) In this way, it would be possible to guide the learners to think rather than watching the movie with blank minds. A teacher should think of how the teaching materials are to be processed and presented. Here, it should be considered how the learners would accept them, and what they would want to know. The purpose of this study is to supplement this aspect. When it is attempted to give a history class using a history-movie, it would be more effective if the class is designed in consideration of the learners.
#History-movie #A history class using a history-movie #Learner survey #'Ode to my father'

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