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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
윤재운 (대구대학교)
저널정보
역사교육학회 역사교육논집 역사교육논집 제69호
발행연도
2018.1
수록면
147 - 166 (20page)

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The aim of the history education is to develop a comprehensive perspective on history through comprehensive and systematic knowledge of students through comprehensive learning experiences and in-depth learning experiences through in-depth learning experiences and in-depth learning experiences. Today, the dumbing down and specialization of education and education have led to separation of theories, practices, facts and values, resulting in efficiency and efficiency, resulting in the alienation of human beings. Moreover, the information in the know ledge-based society tends to lead to intellectual confusion caused by the flood of information generated by mass production and the anonymity of the information exchange. Therefore, the education required by this period is to foster the ability to synthesize refined knowledge with broad insight. No subject is as important as history in this respect. The reason is that the history of each study brings together diverse researches to unify the human understanding of human understanding. In the course of teaching courses in the College Scholastic Ability Test, students were reviewed by students in the planning department, class search class, and project learning and project classes. Through the review of the method of teaching methods, I applied for practical learning through researching, exploring experience through ex ploration, and applying project classes to the history class of the univer sity. The use of multimedia lessons in multimedia can be used to prepare for the lecture by securing materials needed for the lecture. These multi media classes are said to correspond to flip running. History class is still available in history, but I think it is possible for me to apply to other subjects. As part of the study, most of the history majors in most history majors can be produced in a great variety of history textbooks, so the production practices are the most feasible in the history of history. When I went to the University of Education History Education Department, I actually tried to make UCC, which is indeed the equivalent of works of historical education. Prior to the announcement of the announcement of the announcement of the announcement, the students' responses were somewhat lower than those in the form of presentations, but the students were able to feel their response and satisfaction increased significantly after the introduction of the rules in 2011, which allowed students to participate in the 2011 UCC shooting. Finally, two projects that took place in the project and discussed the issue of projects and issues in the project were reviewed in the history lesson. In the second semester of 2016, I applied for project classes in the second semester of 2016. The assignment of tasks was intended to be completed by the class, and required to organize groups of two or three persons according to their convenience or joint (2 to 3). The subject was referred to as the ocean and territory, and detailed subjects were dis cussed in consultation with the interviewer through interviews and e-mails. The assignment was assigned to the end of the assignment, and the assignment was divided into three classes. During the course of the presentation, several requests were given to respondents through inter views or e-mail addresses, such as requests or content, to provide feed back. And the results have been achieved by submitting the majority of the results to a college student contest organized by the Korea Ocean Foundation.
#Student Activity-Centered #history lesson #Project Work #flipped learning #work-study

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