공공역사(public history)시대의 학교 역사교육 : 구술사 방법의 교육적 함의 찾기

다국어 초록 (Multilingual Abstract)

Today our society has begun to engage in the production of the public’s historical knowledge beyond the popularization of history in which the public enjoy and consume history, which can be expressed by the concept of ‘public history’. Public history refers to the creation, consumption and sharing (communication)
of historical knowledge together with historical experts and the public in spaces, including areas outside the system, as well as institutions within the system, such as universities and research institutes. The increasing role of popular historians, the sense of crisis in the professional history academia, the logic of commercialization and technological development that enable the consumption and production of mass history, and the interest of the historians and history education acadimia in this regard have aroused the discussion of public history.
There are also expectations of public history and concerns about its side effects. They include the accuracy and objectivity of historical knowledge and information, the imbalance between educational and recreational values, excessive simplification and distortion caused by commercialization, and the fall into employment programs. Schools, educational institutions in the public sphere, are given the legitimacy and responsibility to publicize and mitigate these issues.
The historical and educational value of public history lies in the participation of individuals as the main agents of the production of historical knowledge, the aim of academic democratization, and the development of a democratic civil society where the public good is realized nationally and socially. Therefore, the school is a place where the goal-oriented public history of preparing democratic citizens should be practiced. Given that history education should reveal the context and source of diverse and heterogeneous memories and teach them to understand them, it is necessary for students to participate in the work of historicalizing various personal memories. The work of historicalizing various personal memories can utilize oral history among the various forms of public history.
The oral history is of great value. Students are easily approached and make students participants in history production. It allows us to understand history vividly and experience the activities of historians. It makes the lives of socially excluded groups, minorities and ordinary people historical, recognizing individuals as the subject of history. It also affects practical moves to call for a solution to the problem by creating social public opinion on past history issues that require social resolution. Learn the truth of the past that has not been revealed in official history memories, in this process, democratic values and democratic
civic awareness can be internalized.
Classes using oral history methods can be seen as the making history through oral interviews related to specific historical subjects, and oral life history composition that reconstructs past history through the life of an individual.
Based on the cooperative learning model and decision-making model, the oral lesson model will be progress as follows. 1. the selection of topic and take a class 2. pre-survey 3. oral interview 4. recording data and aking history 5. making works 6 history communication (sharing) and evaluation. Public history is just about to be introduced, and discussions should be activated along with school public history. The oral history model of the text is a proposal that requires exploration through actual application, and in addition to oral history,
various methods of practicing public history of schools should be explored.

목차 (Table of Contents)

• Ⅰ. 서론 1
• Ⅱ. 공공역사의 개념과 공공역사운동의 발전 5
• 1. 서구에서 공공역사운동의 전개와 개념의 형성 5
• 2. 국내의 공공역사 논의와 현황 12
• 1) 공공역사 개념의 도입과 논의의 전개 12
• 2) 공공역사 논의의 전망 : 치열한 토론의 필요성 20
• 3. 학교 역사교육에서 본 공공역사의 쟁점 22
• Ⅲ. 학교 공공역사의 탐색: 교육적 가치와 실천방안 25
• 1. 공공역사의 역사교육적 중요성 : 가치와 함의 25
• 2. 학교 공공역사를 위한 방법으로서의 구술사 29
• 3. 구술사 방법을 활용한 역사수업 모형 설계 및 수업전개 36
• 1) 구술사 방법을 활용한 역사수업 설계 36
• 2) 구술사 방법을 활용한 역사수업의 절차와 모형 38
• 3) 역사수업 모형에 따른 수업전개 40
• Ⅳ. 결론 및 제언 60
• 참고문헌 64
• Abstract 71