中學生의 歷史的 思考力 伸長을 위한 人物學習 指導方案 = (The) Teaching-Learning Method of Historic Figures for the extension of Historical Thinking Power of Middle School Students

다국어 초록 (Multilingual Abstract)

This research is aimed to understand the historical facts and meanings of the period through the historic figures, to present concrete and effective teaching-learning method for the extension of historical thinking power which the students can analyze to understand characteristics of each period in history.
To accomplish the goal, this researcher made the following three items.
First, reorganizing the school history text books by extracting historic figures from them,
Second, developing and using the materials to promote the students′thinking through historic figures,
Finally, devising and applying teaching -learning plan for the extension of the students′historical thinking power
I set up the experimental class(2-1, 51 persons) and the comparative class(2-2, 51 persons) from October 1, 1999 till the end of August, 2000 and practiced the previous three items.
To examine the results of this study, I surveyed cumulative records on the students′activities in history class, interests and views of history with the paper made by myself. I analyzed two classes(experimental group and comparative group) with essay type and multiple choice type.
The conclusion drawn out through the program is as followings.
First, learning about historic figures is more effective for the extension of historic thinking power when the researcher sets up the special time for the historic figures concerned the subject of this study with the annual plan and practices learning activities with various teaching-learning methods.
Second the historic figures learning which is applied to various teaching-learning methods is directly influenced the forming of the students′resonable learning attitude. students also learn ways of presenting themselves logically, and cooperating with others while they are on the program.
Third, while the students participate in activities such as researching, collecting and making materials used in teaching-learning process, their interest in history will be increased. This will greatly affect the improvement of their learning achievement, too.
Finally, in the future, teachers have to measure the extension of the thinking power for the study on the figures learning, and develop the objective and standardized examination tools. Furthermore, they must thoroughly analyze history text books to develop the teaching-learning activities using historic figures, and make an effort to find out creative ways to teach them.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 선행 연구의 고찰 = 3
• 3. 연구의 목적과 범위 = 4
• Ⅱ. 이론적 기초 = 6
• 1. 인물학습의 개념과 중요성 = 6
• 2. 중학생의 역사 의식과 인물관 = 9
• 가. 중학생의 역사 의식 발달 = 10
• 나. 중학생의 심리적 특성과 인물관 = 15
• 3. 역사적 사고력 육성과 인물 학습 = 18
• 가. 역사적 사고력의 개념 = 18
• 나. 역사적 사고력과 인물 학습 = 19
• Ⅲ. 연구의 실행목표 설정 및 설계 = 21
• 1. 연구의 실행목표 설정 = 21
• 2. 연구의 설계 = 22
• 가. 연구 대상 = 22
• 나. 연구 기간 = 22
• 다. 연구의 절차 및 방법 = 22
• 3. 연구의 실행 = 23
• 가. 실행 목표 1의 실천 = 23
• 나. 실행 목표 2의 실천 = 29
• 다. 실행 목표 3의 실천 = 32
• Ⅳ. 연구 결과의 검증 및 해석 = 62
• 1. 검증내용 및 방법 = 62
• 2. 연구 결과의 검증 = 63
• 가. 교수-학습 활동 참여 태도 관찰 비교 = 63
• 나. 교수-학습에 대한 반응도 조사 = 64
• 다. 교수-학습 활동 관찰 누가 기록 비교 = 65
• 라. 역사적 사고력 신장의 검증 = 66
• 마. 역사관의 변화도 비교 = 68
• Ⅴ. 요약 및 결론 = 70
• 1. 요약 = 70
• 2. 결론 = 72
• ※ 참고문헌 = 75
• 평가 검사지 = 76
• ABSTRACT = 84