역사 텍스트 독해에서 맥락화 교수학습의 문제

Abstract

This article aims to clarify the concept of contextualization when reading historical texts in the history class. That contextualization is crucial to historical understanding has been a maxim among history educators. It is, however, important to look at theoretical problems entailed in contextualization in history. Therefore, we explore issues surrounding the notion of context in the discipline of history, namely reconstructing a context and deciding a pertinent one to interpret historical texts, in order to investigate how these issues could be considered in history education. We also review how the notion of context has been used in history education literature. While identifying possibilities and limits of the task of interpreting multiple historical texts through contexts, we argue that history teachers who are keen of language and literacy of the subject should present the objective and the direction of contextualization more clearly. Learning how to contextualize historical texts in carefully designed inquiry lessons can equip students with the capacity to reconstruct past context so as to understand what is said and meant by authors, instead of collecting information which fit their assumptions. Finally, we propose an approach that might be useful in teaching the process of contextualization explicitly by deploying a theory of cognitive apprenticeship.