Narrative Text and History Learning Ahn, Jung-Ai Recently historians paid a great attention on narrative history with the stream of the new cultural history. History educators also noticed the importance of narrative, because history lesson has been a memorization of historical facts based on expository text of textbooks. This study is to find a potential of narrative applying it to history classrooms with narrative type of history texts. So I developed narrative text and applied them to history classrooms to find out students' reaction. The result came like this; textbook failed to lead students to active participation on content, while narrative helped them to think historic circumstances and background of events. One of students who read narrative text reacted with a long sentence writing after reading narrative. On the other hand textbook readers reacted with a short sentence writing after reading textbook, and took a copy of it. The attitude of textbook readers remains in a level of like-dislike emotion rather than in a level of reconsidering the meaning of historical facts under their circumstances. But narrative helped students to highlight continuity of human behavior and events, and helped students think about backgrounds, results and meaning of historic events, and make students to change their historical consciousness with insights into the past.

Narrative Text and History Learning Ahn, Jung-Ai Recently historians paid a great attention on narrative history with the stream of the new cultural history. History educators also noticed the importance of narrative, because history lesson has been a memorization of historical facts based on expository text of textbooks. This study is to find a potential of narrative applying it to history classrooms with narrative type of history texts. So I developed narrative text and applied them to history classrooms to find out students' reaction. The result came like this; textbook failed to lead students to active participation on content, while narrative helped them to think historic circumstances and background of events. One of students who read narrative text reacted with a long sentence writing after reading narrative. On the other hand textbook readers reacted with a short sentence writing after reading textbook, and took a copy of it. The attitude of textbook readers remains in a level of like-dislike emotion rather than in a level of reconsidering the meaning of historical facts under their circumstances. But narrative helped students to highlight continuity of human behavior and events, and helped students think about backgrounds, results and meaning of historic events, and make students to change their historical consciousness with insights into the past.

Narrative, Story, Korean History Textbook, Expository Text, History Learning