역사가의 사고과정이 드러나는 서술의 특징과 교재개발 방향 = The Characteristic and Classroom Use of the Writing with Historian's Thinking Process

다국어 초록 (Multilingual Abstract)

This thesis challenged the conventional and facts-carrying history textbook writing. A new way for history textbook writing, the writing with historian"s thinking process, was proposed. In order to assert the need and the merits of the writing with historian"s thinking process, this study laid its focus on answering the following questions.
Is it possible to enhance students" historical thinking and historical inquiry with facts-only textbook? Is there any other writing model that suits historical inquiry class? If there is any new writing model, how far can it serve and what limitations would it have?
Four categories, which are specific to the writing with historian"s thinking process, were drawn from three historians" writings: ? question/answer/question form, ? showing the process of reading sources, ? historical imagination used in understanding people from the past, and ? author and reader visible text.
Reviewing recent developments in textbook revisions, the strong points of the proposed model writing for educational purposes have been examined. The need for further study and limitations it entails were also noted.

목차 (Table of Contents)

• 1. 序言
• 2. 역사학의 構成的 特性과 歷史 敍述
• 3. 歷史家의 思考 過程이 드러나는 敍述의 特徵과 사례 분석
• 4. 思考 過程이 드러나는 敍述의 교재 활용 가능성
• 5. 結語
• Abstract