역사교육 내용선정 기준 -‘의미 있는 역사’의 개념 탐색-

Abstract

This study explored the concept of “significant” history as the criterion for selecting content for school history. “Significant” histories are facts that have had a far-reaching or profound impact on historical actors and the society in those times based on historical discipline. History that is “significant” to students is history that is relevant to their lives. What is relevant to the lives of students is not only experienced or directly experienced, but also includes things that are the subject of thought and the basis of practice. Rather than past knowledge, teachers consider historical facts that can be applied practically to understand the present day and solve the problems of modern society as significant history. This concept of “significant history” gives the following implications for constructing the contents of history and national curriculum. First, in the syllabus organization of the curriculum, it is necessary to approach the problem of “what and how” to teach rather than only “what” to teach. And “how” refers to a viewpoint and approach to viewing historical facts rather than teaching and learning techniques. Second, we need to teach students “what is significant to them” rather than “what they can understand”. “Significant” history is one in which historical facts themselves are important, experienced or embodied in the lives of students, and connected to pupil’s social practices. Third, we need to allow students to experience history. Experiencing history implies experimental historical thinking instead of repeating past human behaviors.