역사교육에서 역사영화의 활용에 관한 연구 = A Study on the Utilization of History Movies in History Education
Previous research on history education is integrates into current history lessons, a testament to the usefulness of such a research in improvement education. Despite the improvement so far, however, there are still voices calling for lesson changes in and outside the field of education. This study begins by asking “How should history lessons be taught?” It is learning materials that contain the content of history lessons, which should be designed(preparing lesson methods and minimum procedures) so that teachers will exert their pedagogical content knowledge as much as possible by making use of such learning materials in their lessons.
This thesis focuses on movies of various learning materials, thus deciding to examine whether movies would be useful materials for history education and which of their characteristics would serve which specific purposes in the study unlike previous studies. In addition, this thesis investigates ways that history teachers and their students perceive history movies and develop lesson procedures that would make effective use of history movies.
For these purposes, Chapter II first defines the concept of history movies and arranges their characteristics and educational usefulness. History movies can be defined as movies based on historical events, context and significant people. History movies are characterized by their features as media, their narrative content, and their organization. Their features as media include their strong visual aspects and total presentation of materials in all forms. Their narrative characteristics include their story development according to causes, outcomes, and binary opposites. Their organizational characteristics involve a process of completing a story by filling[through interpolation and extrapolation] parts not found in historic materials. Students can understand facts from the past and historic figures through such history movies, assessing historic events and figures.
Secondly, history movies are divided into general history movies and history movies proper for history education[Movies for History Learning]. The latter are useful for history education for their high ‘historical verisimilitude’ and ‘historical probability’ The investigator sorted out papers by other researchers, identified four requirements of movies for history education, and arranged what teachers should be careful about in their lessons based on history movies.
Third, history movies were categorized into four types to figure out and utilize history movies efficiently. The four types include the “documentary, reenact, creation of character, and derivative types.” A list of history movies released around 2000 was made that were by the period and type. Ideas for Utilizing these history movies were sorted out by type according to the aims of lessons.
Chapter III looked into the ways that history teachers and their students perceived history movies. The investigator first interviewed history teachers and found that they regarded history movies as useful learning materials. They believed that movies for history education should be reenacted close to historical facts. They also believed that movies for history education could be close to historical facts even though they were based on fictional events or figures.
The investigator then interviewed students to compare their perceptions of different types of history movies after showing them Roaring Currents(2014), War of the Arrows(2011), TaeGukGi: Brotherhood of War(2003), and The Front Line(2011). The investigator examined their perceptions of unedited history movies by showing them Ode to My Father(2014) and Once Upon A Time in The Battlefield(2003) and also their perceptions to obtain information about lesson design. The investigator then showed them the edited version of Ode to My Father(2014), finding out what content they found important while watching the movies.
These research efforts led to the demonstration that history movies were useful as learning materials and that there was content that teachers should take into consideration when using history movies in their lessons.
Chapter IV covers the development of a lesson model based on movies for history education. This thesis examined how to make a question with history movies to enable an inquiry through them, developed a lesson procedure based on what was sorted out and investigated, and introduced a case of applying Go Go 70’s(2008) to promote the students' understanding of the lesson model.
Chapter V introduces a case of applying the lesson model to actual lessons, which were given to 300 students in the tenth grade at a special-purpose high school in Daegu in 2016 and 2017. A total of 11 lessons were introduced which amounted to a total of 210 hours with ten history movies used in the lessons. The chapter also covered the topics, methods, inquiry activity tasks, and evaluation criteria of the lessons in 2016 and 2017.
Of the movies, the investigator gave a detailed introduction of movies with the same period background(The period of Japanese Colonialism) [Assassination(2015) and Spirits’ Homecoming (2015)] and those with the same material(The Korean War)[TaeGukGi: Brotherhood of War (2003), A Little Pond(2009) and The Front Line(2011)]. The responses and outcomes of the students were also introduced along with the lesson designs and students' inquiry worksheets.
Research on such lessons faces a lot of limitations, but is significant becames despite these challenges the study the present study made an effort to improve lessons in school. There is no doubt that history movies are useful learning materials, but their utilization in lessons requires much effort and more research. It is difficult for history teachers to make these efforts(to use history movies in lessons to promote the historical thinking of students) by themselves. History teachers and history education researchers should work together to conduct ongoing researches across various aspects.
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