중학교 역사교육에서 극화학습 지도 연구 = A Dramatic Play Method in Middle School History Education

다국어 초록 (Multilingual Abstract)

The purposes of this paper are to plan and develop the dramatic play method in which students themselves participate out of lecture method and to inquire its effects and applicability.
Aiming these purposes, I practiced six dramatic plays in all to ten classes of the second year in a middle school in Seoul. These dramatic plays were practiced concretely by each course and through an active participation of all students in collecting data, writing plays, exercising, acting, writing impression.
In second chapter, a dramatic play was practiced with Goryeo(Korea) epoch as its setting. First of all the epoch was analyzed. Basically there is no textbook chapter that is impossible of playing but not in all chapters or occasions is effective the dramatic play. The subject of trouble situation was considered more effective and the Goryeo(Korea) epoch that students would study is comprised of stones contrasting distinctly against each other and causing students' interest.
After choosing the subject we described each course of the play and presented teaching guide. The dramatic plays are composed of warming-up, acting, finishing steps, In this paper, the action and the attention things were concretely described so as to support the first practice in real teaching places.
In third chapter, the play script, the questionnaire, and the impression writing were analysed and the effect and applicability of a dramatic play were searched. First, by observing play script and students' acting, I regarded what the dramatic play affected on students' historical imagination, I divided a historical imagination into comprehension of historic facts, reconstruction of historic events, comprehension in empathy, historic judge, but actually they were complexed so we had a limit in division. After all, in dramatic plays first students reconstructed historic facts on basis of comprehension in empathy, secondly historic judge was accomplished, and finally historic imagination was enlarged.
For second, I analysed the dramatic plays through questionnaire and impression writing that is for knowing if the dramatic play caused students' interest in history, encouraged their active participation in play, and help their comprehension and summarization. Many students answered like as the dramatic play was a help in studying history more interestingly and understanding and summarizing the content. Besides a dramatic play has a second effect of heightening unionship by democratic discussion during the script writing and its exercising.
In conclusion, a dramatic play was an effective study method in students' understanding and long memorizing. All thosecourses of dramatic play were analyzed helpable in history studying. This is regarded as resulting from studying by searching data and writing script and exercising by students themselves.
A dramatic play induced students' participation with more interest in history. A history studying through dramatic play was unfamiliar but this method where students express their original idea and play together was an interesting and amusing teaching-studying method.
Through a dramatic play, students reconstruct historic events to make a piece of play, comprehend and judge their thought and emotion acting as a past character, so as a result their historic imagination improved and their historic thinking enlarged.
After all, a dramatic play method is a very useful study model not only in delivering content but also in learning attitude and worth-internalizing, and is a method helping enlarge historic thinking.

목차 (Table of Contents)

• Ⅰ. 연구의 목적 및 필요성
• Ⅱ. 국화학습활동 분석
• 1, 역사적 사실의 이해
• 2. 역사적 상황의 재구성
• 3. 감정이입적 이해
• 4. 역사적 판단
• III. 설문지 분석
• 1. 극화학습의 흥미도 및 능동적 참여도 분석
• 2. 극화학습의 학습효과
• Ⅳ. 결론
• 참고문헌
• Abstract