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.
초록· 키워드
오류제보하기
Teachers' cognitive characteristics have many effects on history lessons. History subject knowledge, the view of history education and understanding on students are main elements of them. This study research how history teachers' cognitive characteristics influence history lessons.
The most influential element of history subject knowledge is the content knowledge on historical facts. The content knowledge on historical facts is the teacher's effective instrument by which he construct history lessons and transmit learning contents. But to connect the history content knowledge with the effective history lesson, it is necessary for the teacher to have the comprehensive ability of historical facts and the propensity to understand them contextually. And teacher's epistemological knowledges on historical facts are essential to do so.
The view of history education primarily relates to the purpose of teaching and learning history. Teacher's perspective of history affect his view of history education, which is represented as meaning of knowing history. History lesson varies as teacher' thinking on what is the meaning of knowing history.
The teacher's understanding students composes of his conception on their historical cognitive ability and interests in history lesson. It matters that the teacher thinks whether student's ability and interest are the result of his cognitive development or stage of understanding history facts.
The history teacher reconstruct history textbook contents according to his history subject knowledge and view of history education. The teacher who has little history subject knowledge selects instruction contents depending on history textbook. But one who has sufficient history subject knowledge reconstruct the scope and sequence of history textbook contents. The teacher teach historical facts in detail which he know in full and regard as students' attractive ones.
To design teaching and learning activity in history classroom is affected by teacher's view on pedagogy or history education and understanding students. The teacher, who look upon systematic understanding history, construct history lesson centered to teacher activity. One who think history as interpretation construct history lesson centered to student activity.
The most influential element of history subject knowledge is the content knowledge on historical facts. The content knowledge on historical facts is the teacher's effective instrument by which he construct history lessons and transmit learning contents. But to connect the history content knowledge with the effective history lesson, it is necessary for the teacher to have the comprehensive ability of historical facts and the propensity to understand them contextually. And teacher's epistemological knowledges on historical facts are essential to do so.
The view of history education primarily relates to the purpose of teaching and learning history. Teacher's perspective of history affect his view of history education, which is represented as meaning of knowing history. History lesson varies as teacher' thinking on what is the meaning of knowing history.
The teacher's understanding students composes of his conception on their historical cognitive ability and interests in history lesson. It matters that the teacher thinks whether student's ability and interest are the result of his cognitive development or stage of understanding history facts.
The history teacher reconstruct history textbook contents according to his history subject knowledge and view of history education. The teacher who has little history subject knowledge selects instruction contents depending on history textbook. But one who has sufficient history subject knowledge reconstruct the scope and sequence of history textbook contents. The teacher teach historical facts in detail which he know in full and regard as students' attractive ones.
To design teaching and learning activity in history classroom is affected by teacher's view on pedagogy or history education and understanding students. The teacher, who look upon systematic understanding history, construct history lesson centered to teacher activity. One who think history as interpretation construct history lesson centered to student activity.
목차
1. 서언
2. 인지적 특성의 구성요소
3. 역사수업내용의 재구성에 미치는 영향
4. 역사수업의 교수ㆍ학습활동에 미치는 영향
5. 결어
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-374-015493767