이 글은 역사 연구의 본연의 목적이 인간의 다양한 모습을 이해하는 것에 있다고 보고, 지금까지의 역사교육이 특정 권력층을 중심으로 한 정치사나 거대 담론을 바탕으로 한 구조사의 그늘에서 인간의 다양한 모습을 이야기하지 못했다는 문제인식에서 출발하였다. 이러한 문제점을 해결하기 위한 하나의 대안으로 최근 포스트모더니즘 논쟁과 함께 활발하게 논의되고 있는 ‘신문화사(The New Cultural History)’에 주목하여, 여기서 나타난 역사인식의 특징들을 역사교육에 접목하고자 했다. 역사 인식의 초점을 기존 정치사나 사회사에서 소외시켰던 다양한 ‘인간’들의 삶의 흔적인 문화에 두고, 그것을 여러 시선에서 두껍게 읽어내려는 최근 역사학의 새로운 경향인 신문화사는 분명 역사교육에 시사하는 바가 크다. 따라서 여기서는 고문서와 일기, 검안 및 소송관련 문건 등의 문자 자료와 풍속화, 민화, 민담, 민요 등 비문자 자료 등을 활용하여 교재를 재구성해 보고, 이를 이용한 수업사례를 제시해 보았다.

The purpose of the study of history is to understand various aspects of human beings. But the study of history and history education have focused mainly on the politics of power groups and the history of structure based on grand discourses, overlooking other aspects of human beings. If historical studies can achieve its proper purpose, it should go beyond dealing just with what is politically powerful. A new answer to this task of history studies can be what is called new cultural history, a new view which has been recently under active discussion in relation with postmodernism. New cultural history is a new trend in the field of history, which began to doubt "the history as a progress" and "a history as a science" in the middle of 1970s and tries to interpret in a new way the cultures of everyday life of people which had been neglected by the past approaches of political or socio-economic history. It has common characteristics in its view of history, which are as follows: First, they have interest in culture as human experience as a whole and tend to interpret it "thickly". Second, they adopt a kind of micro-view, seeing history through small things of everyday life. Third, they try to find the meanings of historical facts through "paradigma indiziario" with interest in the events of "eccezionalmente normale". Lastly, they takes the method of showing the survey processes of the history writers and their ideas on them using the form of narratives. Which material can we use when we apply this new approach to the teaching history? It can be different depending on the age and teaching method, but this study shows that the written materials like ancient document, diary, Geoman and the document about lawsuits and nonverbal materials such as genre paintings, folk tales, folk songs are worth to be used. Lastly in this study the way to apply the historical perception of the new cultural history to the history education is sought based on the materials mentioned above. In addition, this study gives the examples of how to teach t is expected that various materials covering all the era of the history need to be found , investigated and reconstructed systematically through the follow-up study. Furthermore, the effect of using the materials should be proved by applying them to the class, which makes it possible for the study to go beyond the theoretical discussion to the stage of verification.

The purpose of the study of history is to understand various aspects of human beings. But the study of history and history education have focused mainly on the politics of power groups and the history of structure based on grand discourses, overlooking other aspects of human beings. If historical studies can achieve its proper purpose, it should go beyond dealing just with what is politically powerful. A new answer to this task of history studies can be what is called new cultural history, a new view which has been recently under active discussion in relation with postmodernism. New cultural history is a new trend in the field of history, which began to doubt "the history as a progress" and "a history as a science" in the middle of 1970s and tries to interpret in a new way the cultures of everyday life of people which had been neglected by the past approaches of political or socio-economic history. It has common characteristics in its view of history, which are as follows: First, they have interest in culture as human experience as a whole and tend to interpret it "thickly". Second, they adopt a kind of micro-view, seeing history through small things of everyday life. Third, they try to find the meanings of historical facts through "paradigma indiziario" with interest in the events of "eccezionalmente normale". Lastly, they takes the method of showing the survey processes of the history writers and their ideas on them using the form of narratives. Which material can we use when we apply this new approach to the teaching history? It can be different depending on the age and teaching method, but this study shows that the written materials like ancient document, diary, Geoman and the document about lawsuits and nonverbal materials such as genre paintings, folk tales, folk songs are worth to be used. Lastly in this study the way to apply the historical perception of the new cultural history to the history education is sought based on the materials mentioned above. In addition, this study gives the examples of how to teach t is expected that various materials covering all the era of the history need to be found , investigated and reconstructed systematically through the follow-up study. Furthermore, the effect of using the materials should be proved by applying them to the class, which makes it possible for the study to go beyond the theoretical discussion to the stage of verification.

new cultural history, life history, historical understanding, historical material, reorganization of historical material