최근 논쟁 중심 역사수업 논의와 교사전문성, 교사교육

방지원 역사교육연구회 2019 역사교육 Vol.149 No.-

Recently, history teachers rediscovered the educational value of controversy in history education and history class. In many history classrooms, various attempts have been made to make students understand the history based on contentiousness. This movement is likely to gradually change the frame of history teaching and learning along with changes in the educational world such as learning community and competency-centered curriculum. The field of teacher training and school history education should contribute to opening up the developmental prospects of history education together by interacting and communicating with each other. So the idea of ‘history lesson that treats controversial learning topics as controversial activities’ requires a change in the content and method of the teacher education curriculum. In particular, the importance of educational professionalism for the formation of historical teacher identity through critical reflection and the planning of a history curriculum is likely to increase. In this study, therefore, I reviewed the implications of the idea of history class which deals with controversial subject matter as a discussion-based student activity on history teacher expertise and teacher education. In particular, I introduced a professional syllabus designed to help preliminary history teachers understand the controversy of history through their own experiences. 최근 역사 교사들은 역사 교육과 역사 수업에서 역사 논쟁의 교육적 가치를 재발견했다. 많은 역사 교실에서는 논쟁성을 기반으로 역사를 이해하도록 하는 다양한 시도가 이루어지고 있으며, 이러한 움직임은 학습공동체나 역량중심의 교과과정과 같은 교육계의 변화와 함께 역사교육과 학습의 틀을 점진적으로 변화시킬 것으로 보인다. 교사 연수 및 학교 역사 교육 분야는 서로 교류하고 소통함으로써 역사 교육의 발전 전망을 열어 가는데 기여해야 한다. 그래서 ‘논쟁적인 학습 주제를 논쟁의 여지가 있는 활동으로 다루는 역사 수업’이라는 발상은 현재의 역사교사 양성교육과정이 내용과 방법 면에서 변화를 모색하도록 한다. 특히 비판적 성찰 활동과 교육과정 계획을 통한 역사교사 정체성 형성과 교사의 교육과정 전문성이 더욱 강조되어야 할 것이다. 이에 ‘역사를 안다는 것’에 대한 예비교사들의 인식을 중심으로 한 교사양성 과정의 수업 사례를 고안하여 실행한 결과를 덧붙였다. 이와 같은 교사양성 과정의 설계 및 수업 사례들이 활발하게 공유되어 비판적 검토의 과정을 거치며 개념화 될 수 있을 때, 학교 역사교육의 현장과 교사양성과정이 더욱 긴밀하게 소통하며 역사교육의 밝은 전망을 열어갈 수 있을 것이다.

역사교육에서 가치 문제 논의 방식의 재검토 - 왜 역사교육에서 가치를 가르치는가? -

김민정 역사교육연구회 2023 역사교육 Vol.168 No.-

한국의 역사교육에서 가치문제는 국가 교육과정 개정과 역사교육의 목적 결정 시 핵심 쟁점이었다. 역사교육의 목적과 내용에서 '가치'의 의미와 다양한 지점을 강조하는 배경과 논의를 검토하여 역사교육에서 가치문제를 가르칠 때 어떤 내용과 방법으로 가르쳐야 하는지 논의하는 데 토대로 삼고자 한다. 연구 결과 다양한 차원에서 사용되는 가치의 용례를 ‘가치를 가르치는’ 접근과 ‘가치에 대해서 가르치는’ 접근으로 나누어 살펴보고, 가치를 직접 가르치기보다 역사적 사고와 결합하여 가치문제를 다루어야 한다는 주장과, 과거에 대해 판단하는 주체로서 자신의 가치 체계를 객관화하여 보도록 가르쳐야 한다는 주장에 이르기까지 역사교육에서 가치를 다루는 방식 저변에 기초한 쟁점을 ‘고려시대 수업에서 가치를 논의하는 방식’을 중심으로 대별되는 연구 흐름 위에 위치시켜 확인하였다. 역사교육에서 가치의 결정은 단순히 도덕적 판단이 아니라 역사적 사고와 결합하여 가치에 대해 사고하도록 가르침으로써 역사학의 본질적 가치를 중심으로 역사교육의 목적을 추구해야 한다. This study aims to investigate the issue of values in the history education of Korea that has been a key point of contention in the revision of the National Education Curriculum and the determination of the objectives of history education. By examining the background that emphasizes the meaning of ‘value’ and its various aspects in the objectives and contents of history education, this serves as a basis for discussing what content and methods should be used when teaching the issue of values in history education. The issue of values has been reviewed in terms of two approaches of ‘teaching values’ and ‘teaching about values.’ It argued that instead of directly teaching values, they should be addressed in combination with historical thinking, and that students should be taught to objectify their value systems by positioning their own values as well as teachers should demonstrate their decision process of making judgments by the means of modeling. The determination of values in history education should not mean simply a moral judgment but should pursue the objective of history education centered on the essential value of historiography by teaching to think about values in conjunction with historical thinking strategies.

역사교육의 목적과 초등학교 교사의 역사교육관

姜鮮珠(Kang Sunjoo) 역사교육연구회 2008 역사교육 Vol.108 No.-

The article discusses aims of school history and explores elementary teachers' views on aims of history. For this purposes, the articles that discussed on aims or use of history were reviewed and five elementary teachers were interviewed. In this study, the aims of school history are divided into eight categories: 'history as preservation of cultural heritage', 'history as revival of greatness', 'history as moral virtues', 'history as analogy to solve present problems', 'history as evolution to the present', 'history as deconstruction', 'history as a way of knowing', and 'history as an insight into society and humanity'. This article finds that most of the teachers interviewed want to pursue history as preservation of cultural heritage. However, the teachers also emphasize 'history as revival of greatness', 'history as moral virtues', 'history as analogy to solve present problems', 'history as evolution to the present', and 'history as a way of knowing'.

初等學校 敎育課程의 變遷과 歷史敎育

朴平植(Park Pyeong-Sik) 역사교육연구회 2003 역사교육 Vol.87 No.-

This article studies the changes that history subject underwent in the primary school curriculum since the end of Han empire(大韓帝國) by the viewpoint of the history of primary history education. That history going together with ups and downs of modern Korea society is summarized : establishing history subject in the period of modern reformation, diminished by the invasion of Japanese Imperialism, killing by pression of Korean history education in the occupation of Japanese Imperialism, introducing social studies and the confusion of Korean history education in the foundation period of new country after the liberation, driving the unification of social studies and disorder of history education in the period of curriculum. Though the changes of this history education of primary school almost coincided with the path that secondary history education went through, there were still more distortion, confusing, and disorder in the former than the latter. On the other hand, we should set up the recognition system of national history as self-esteem, self-recognition, and the basis of identity in this 21st century when the world order of capitalism forces us to accept the system of the Jungles" law under the name of internationalization. Therefore, it is needless to say that the role and the share of the primary history education, the starting point of history education, is very important than other times in this attempt of setting up national history recognition.

국제바칼로레아 디플로마 프로그램(International Baccalaureate Diploma Programme) 역사 교재의 질문 분석과 시사점

유득순 역사교육연구회 2022 역사교육 Vol.164 No.-

This study aims to find definite and practical ways to construct the contents and structure of questions. Accordingly, the history subject curriculum of the International Baccalaureate Diploma Programme(IBDP) was selected as a reference for this study, and the questions from the IBDP history textbook(The Move to Global War; “IBDP History Textbook”) were analyzed. Among the items of the “IBDP History Textbook,” those that can be considered as questions are ‘source-related questions’(including full document questions), ‘questions regarding ATL skills’, and ‘the TOK and class discussion questions.’ The characteristics of source-related questions(Source skills) are that they have a set format(from ‘first question’ to ‘fourth question’), are presented in phases, have a clear purpose, and focus entirely on the source to solve the problem. The characteristics of the questions regarding ATL skills are that they distinguish the necessary abilities for students and categorize competencies needed for learning, which is critical in teaching and learning. The TOK and class discussion questions reflect on generating knowledge and demonstrate how you can practice ‘doing history’ in the entire process of learning. In the structured questions from the textbook, source-related questions and questions regarding ATL skills can be considered basic level, while the TOK and class discussion questions can be considered higher level. Based on the analysis of the questions, for the development of questions in textbooks and instructions, the followings should be taken into account; First, it is necessary to develop question types that focus on the purpose and direction of learning in advance. Second, it is necessary to develop questions considering the characteristics of history learning. Third, lessons should be designed considering the overall structure and phases of questions. 본 연구의 목적은 새로운 교육과정과 교과서의 편찬을 앞둔 상황에서, 학습자의 사고를 자극하는 가장 좋은 수단이 질문이라는 점을 고려하여, 질문의 내용과 구성에 대한 구체적인 방안을 모색하는 데 있다. 이러한 연구에 도움이 될 수 있는 사례의 하나로 국제바칼로레아에 주목하여, IB 교육과 IBDP 역사 교육과정을 간략히 살펴보고, IBDP 역사의 교재(The Move to Global War, 이하『IBDP 역사교재』)의 질문을 분석하였다. 『IBDP 역사교재』의 각 단원을 구성하는 항목 가운데 질문으로 간주할 수 있는 것은 사료 연계 질문(종합 질문 포함), ATL에 따른 질문, TOK와 학급토론에 따른 질문 등이다. 사료 연계 질문은 1번부터 4번까지 정해진 문항 형식에 따라 단계적으로 제시되며, 질문의 목적과 문제 해결 방향이 명확할 뿐 아니라, 문제 해결을 위해서는 전적으로 사료에 집중해야 한다는 특징이 있다. ATL에 따른 질문은 학습자에게 필요한 역량을 다섯 가지로 구분하여 그에 따른 질문을 제시하는데, 학습자의 사고와 탐구를 강조하며, 학습에 필요한 역량을 범주화하고 역량별 질문의 고른 개발을 안내하는 등 교수・학습의 전략적 측면에서 의미를 지닌다. TOK에 따른 질문은 지식의 생성 과정을 성찰하며 전 단원에서 역사 학습의 본질에 관한 물음을 던지는데, 이는 역사 학습의 전 과정에 ‘역사하기’가 스며들 수 있음을 보여주는 좋은 사례라 할 수 있다. 또한 교재 전체의 질문 구조에서 사료 연계 질문과 ATL에 따른 질문이 기초단계라면, TOK와 학급토론에 따른 질문은 일종의 심화 단계로 기능한다고 볼 수 있다. 각 질문의 특징과 이에 기반한 시사점 도출을 바탕으로, 본고는 새로운 교과서의 편찬 및 현장 수업에서 질문 개발에 관해 다음을 제안하였다. 첫째, 학습의 목표와 방향에 초점을 맞춘 일정한 질문의 형식(유형)을 사전에 개발할 필요가 있다. 둘째, 역사 학습의 본질을 토대로 ‘역사다운 질문’을 제시할 필요가 있다. 셋째, 단원(주제)이 질문의 구조 속에서 단계화되도록 수업을 설계할 필요가 있다. IBDP 역사 교재와 우리나라 교과서를 단순 비교할 수는 없지만, IB 교육과 우리 교육의 지향이 일치하는 지점에서 학생의 사고와 탐구를 강조하는 질문 사례나 IB의 내용 선정과 조직 방식 등 우리가 참고할 수 있는 사항에 관한 연구가 지속되기를 기대한다.

해방 이후 역사 교육과정 개정을 둘러싼 쟁점

姜鮮珠(Kang Sun-Joo) 역사교육연구회 2006 역사교육 Vol.97 No.-

This paper undertakes an exploration of issues around history curricula developed since 1945 in order to help history educators assess strengths and weakness of school history. This paper seeks to answer the following questions: in developing history curricula what have been issues and problems to which history educators give rise? What directions should history education take to solve those problems? This paper points out that since the time the school curriculum was first developed, the social studies, which at first put history, geography, and social sciences in juxtaposition and later required the three subjects to be integrated one course in a way that any integration theories wouldn"t support, a nationalist approach to Korean history, and a weak status of world history in the social studies curriculum have been the main issues and caused problems in history education. These problems remain unsolved. In order to solve those problems, this paper suggests, history educators first develop teaching strategies to link history with other subjects, second develop a history curriculum that includes a history course, into which integrates Korean history and world history, and third pay their great attention to curricular theories.

역사교육의 담론과 학문적 가능성

金漢宗(Kim Han-Jong) 역사교육연구회 2006 역사교육 Vol.97 No.-

Discourses on history education have focused on psychological principles, teaching techniques and teaching materials since mid-1950s. This trend of history education research has been criticized recently. Historical understanding, historical consciousness, history education contents and history lessons cannot be separated from one another. Having teaching techniques and understanding psychological principles are not sufficient condition for effective history teaching. There has been little research on proving the disciplinary identification of history education and establishing its organization. If the new research area were acknowledged as a discipline, it should have its own studying subject, concept and method. History education, which is one of new research areas in these day, may utilize ones of pre-existed basic discipline in many cases. But it should be explained that those concepts and methods which are used in researching are pertinent to history education. The necessity of teaching and learning history as a subject should be established also. Most articles arguing the necessity of history subject have focused on external aspects such as practical utilization until now. But intrinsic value should be discussed, and the organization of history education should be presented through reviewing researches for history education to have the root of a discipline. To establish history education as a discipline, it is necessary to withdraw conflicts on history education research and clarify its character. It is an influential method of establishing the history education discipline that discourses on history education were transposed to subjects of history education research. The relationship between history and history education should be investigated, history understanding should be related to history subject, and the situation of history classroom should be explained theoretically.

유럽 역사교육의 동향과 자국사교육 : 영국과 프랑스를 중심으로

金漢宗(Kim Han-Jong) 歷史敎育硏究會 2006 역사교육 Vol.100 No.-

The sequence and the scope of history education are presented in national curriculum in England and France. Both countries doesn’t divide history curriculum into national history and world history. England and France have strengthened European history education recently. It is not for abandoning national history education but for teaching nation-centered European history Both countries teach chronicle national history more than one time through elementary to secondary school. In particular, French students virtually learn national history each one time in elementary, middle and high school. National history education in England and France do not include all aspects of society, but concentrate on one aspect into which all topics were incorporated. The history education of England is centered on political history while France centers history education on government in elementary school and society and culture in middle school. The school history of both countries have a great weight on modern and contemporary history, which doesn’t approach chronicle history but mainly study topics which gave important influence on human affairs or are in dispute between people. The utilization of primary sources as teaching materials has been increased. Such approaches aim at cultivating students’ ability to solve social problems and to become competent citizen of the future society.

역사교사 양성교육에서 ‘역사교육사’의 필요성과 내용 구성 방향

方智嫄(Bang, Ji-Won) 역사교육연구회 2012 역사교육 Vol.124 No.-

This study focused on the necessity and a development direction of syllabus for history of education in history teacher-training program. I discuss the necessity and educational value of teaching history of ‘history education’, based on data and materials from student’s ‘learning diary’ which submitted as homework for ‘introduction to history education’. And this study is to examine the relation between the confucian educational policies and history education in the late chosun. By so doing, try to reconstruct the distinct feature of History Education in the Late Chosun in the context of Socio-cultural Environment, and hidden political agenda. The history education of chosun was provided as a part of Confucianism education. Confucian ideas were mainly about social order, harmony and the worship of family ancestors. Since 17century, th ruling group promoted the dissemination of Confucian morals aggressively. So-Hak(小學), Dong-Mong-Sun-Seup(童蒙先習), Tong-Gam-Jiel-Yao(統監切要) were held in great esteem for basic textbook on Confucian ideas and history of Sinocentrism. Especially Dong-Mong-Sun-Seup(童蒙先習), as a textbook on Korean history tells that korea is the small Cina(小中華) that has civilized by Confucian culture as good as china.

중학교 '역사' 교육과정 및 교과서에서 '교육내용 적정화' 담론의 수용과 굴절

金成子(Kim Sung-Ja) 歷史敎育硏究會 2012 역사교육 Vol.121 No.-

Whenever National curriculum was revised, it has been raised that the burden of student learning should be eased through lowering the difficulty and amount of educational content, the discourse about 'reduction of educational content'. The research team of developing general guidelines tried to solve the problem through reducing the number of semester course taken and the content of subject matter of National curriculum. The development team of History National Curriculum accepted the demands of the research team about reducing educational content by way of 'reduced number of achievement standards. This was possible by parallel integration of achievement standards and slimming the form of documents in the History National Curriculum. However, it was hard to approve that amount of learning or educational content is substantially reduced through integration. In the analysis about textbooks developed according to 2010 History National Curriculum, despite slimming the form of documents in the History National Curriculum, it was hard to believe that 'reduction of educational content' was accomplished. Thus, the discourse about 'reduction of educational content', intended by general guideline which is the upper stage in the development work of national curriculum, was not implemented in the sub-step, History National Curriculum and history textbooks.