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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
방지원 (경북대학교)
저널정보
역사교육학회 역사교육논집 역사교육논집 제69호
발행연도
2018.1
수록면
3 - 41 (39page)

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초록· 키워드

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Through the conflict of the 'national history textbook' around 2015, Many historians, researchers who study history education, and history teachers have reached a basic agreement on the main role that history education should play in civic education. Furthermore, for the practical and continuous change of history education there is a need to search for syllabus in various types of history subjects. These attempts can only succeed if they are based on collaborative efforts in the fields of history and history education. Since liberation in 1945, democratic civic education has been the primary purpose of Korean education, but recently, the voice of criticism and reflection about the achievements of democratic civic education has increased. And there are proposals that students everyday life should be the central theme and starting point of democratic civic education for the future. As a principle that constitutes contents of history education for civic education, A famous researcher major in history education, Kim Hanjong proposed a pluralistic view of history, democratic universal values. Kim Yookhoon, a leading teacher researcher, emphasized the value of the democratic republic pursued by the Constitution of the Republic of Korea and the controversial nature of the history lesson as the principle of composition of history education contents. History teachers have created a democratic class culture and tried to reconstruct the curriculum centered on controversy. There are differences in each of these, but nonetheless there is a decisive commonality that focuses on turning the interpretive nature of history into an educational controversy. Newly attempted historical narrative methods in the history academy can support constructing contents of contents centered on controversy. Examples of historical narratives that help students to reflect on their lives while responding to mainstream narratives in history, such as women's history. The role of reflection in history class is to connect past and present and prepare for the desirable future. Next, history books that help to expand the controversy of history lessons to the premodern history can be given. It deals with historical issues of each pre-modern era and stimulates students' historical imagination and controversy. Especially, it should pay attention to the narrative that overturns the hegemonic historical narrative in the viewpoint of the social weak in modern history. It is also a good example of history books that trace the origins and development of democracy in Korean modern history. A Korean history researcher explored the development of democracy in Korean modern history by organizing historical events and facts focusing on the concepts of people, religion, justice, rights, and cities. Concepts that encompass historical events or themes are motifs that link the past, the present, and the future in their own imagination and reflection.
#Learning Contents of History Subject #History Education and Citizenship #History Education Based on Controversy #History Education Based on Pluralistic Viewpoint

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