초록 열기/닫기 버튼
This thesis suggested a method to analyze and utilize the learning materials of the『Korean history』textbook of high school used in the school field since Mar. 2011. When the『Korean history』textbook is carefully analyzed, it will be helpful and referred to created a textbook according to a new curriculum in the future and the effects of efficient textbook utilization are expected. In Chapter I, the importance of a teaching material in history class, in particular, the importance of a textbook was examined. In Chapter II, the 2009 revised curriculum and the characteristics of the『Korean history』textbook were analyzed. The『Korean history』textbook revised in 2009 reduced and adjusted the recent and modern parts from the『Korean history』textbook revised in 2007 and the two units corresponding to the premodern were added. In addition, the revolution from classifier to general history is the biggest characteristics. The『Korean history』textbook has a positive aspect to collect various data which can improve historical inquiry power, imagination and judgment. Various data which raise practical utilization as well as consider student’s interest have been reinforced. Chronological tables and maps are located in in-depth learning and introduction parts for higher utilization and the sizes and composition of suggested data became diverse and it is analyzed that it developed in creativity of design compared to the existing textbooks. In Chapter III, the learning materials suggested in the textbook large size unit III of the『Korean history』textbook were divided to literal materials and non-text materials for analysis and examination. The ratio occupied by non-text materials among the whole learning materials suggested in textbook Unit VIII of the『Korean history』textbook was 69% and in particular, the ratio occupied by pictures and drawings was high. When it comes to the characteristics of the modern history, because pictures still exist a lot, it is analyzed that pictures and drawings are suggested abundantly. Samhwa and Cheonjae include much more pictures compared to other textbooks. However, when pictures and drawings are compared, drawings were smaller relatively but original materials such as ‘Massacre in Korea’ suggested by Mirae and Cheonjae could be found. In general, maps are a few and mostly related to the Korea War. Chronological tables of Samhwa and Cheonjae placed horizontal chronological tables in each middle size unit or repeatedly suggested chronological tables of overlapped times to raise utilization and Samhwa and Jihak suggested relatively many tables and graphs. Reading materials are the biggest parts among literal materials regardless of publishers and Mirae and Samhwa arranged relatively less wing writings. But, the inquiry data in which student’s activities and postscripts are suggested are provided with various types in all of 6 type textbooks so that it is expected to help improve historical thinking power. Chapter IV suggested character inquiry learning and discussion learning and historical newspaper production learning as a utilization method of textbook learning materials which can enable positive activities of students. Even though a textbooks is not perfect, through recomposition of contents and materials, teachers can find various methods for improvement of student’s historical inquiry power and fill up the insufficient parts of the textbook. Agony and efforts of teachers can fill up the insufficient parts of a textbook and bring quality improvement of history class. For this, teachers should put their endless efforts for much better history class such as recomposition of teaching and learning methods and materials and contents.
키워드열기/닫기 버튼
2009 National Curriculum Amendment,「Korean History」Textbook,Learning Materials,Character Inquiry Learning,Discussion Learning,Historical Newspaper Production Learning
