중학교 국사 교육에서 학습자 관점이 반영된 내용선정의 필요성과 방안 = The Necessity and Methods for the Reflection of the Learner’s Perspectives in Content Selection of Middle School Korean History Education

다국어 초록 (Multilingual Abstract)

This thesis asserts that to realize a learner-centered education in the field of history education, content selection needs to reflect the perspectives of the learners. Also a research has been carried out for the purpose of finding other methods of content selection that reflects the perspectives of the learners on the basis of an analysis of learner perceptions on the present curricular contents.
With the introduction of Post-modern historical science and Constructivism, the perception that knowledge is constructed within the internals of a learner and the perception that the teachers and the students are entities that actively construct knowledge proliferated. Under such influences, ‘The 7th curriculum’ and ‘The 2007 reformed curriculum’ emphasizes ‘learner-centered education.’ Learner-centered education values the learners’ abilities, interests, and demands and calls for an active participation in the selection of contents and the process of learning on the part of the learners. The history pedagogy academic field maintains that learners be considered an important axis in the criteria of content selection
In spite of this, the content selection of the history education has been done by professionals such as professors and teachers even upto now. The learners have been excluded in the process of content selection and have not taken up an active and principal role in this process. Thus this writer asserts that learners should be made to participate and by doing so the content selection reflect learners’ perspectives.
On the other hand, the perception of the learners of the present contents of the middle school Korean History textbook in terms of importance and interests proved to be much influenced by the curriculum and the textbook itself. Because of this, queries on important events have drawn out similar responses revealing a common perception among the students. On the contrary, the students appeared to have different thoughts and showed varying interests on the issue of what is interesting. It has been verified that students make differing selections of contents even with the same criteria. Also the learners showed greater interests in aspects of the past that differed much from the present. While the learners considered the political aspects to be the most important but the least interesting, they rated the cultural aspects to be the most interesting but the least important. This implies much about the content construction of the present middle school Korean History textbook.
On the basis of this analysis, this writer has looked for methods of content selection that reflect the learner’s perspective that is applicable in an actual class instruction. Considering the times, purposes and scopes, this writer suggested two methods of reflection. One reflection method is having complement classes on a finished unit based on an in-class conducted written survey of the learners’ perceptions of the finished unit. Another is carrying out a simple investignishn of the learners’ perceptions on the curriculum content previous to instruction through multiple-choice questionnaires then reflecting them in the following classes. This writer has also suggested the use of theme-based studies in selecting contents and designing classes.
Many discussions and researches, trial and errors, and experiments are needed for learners to take on an active role in content selection. However, the learner is not only a principal in studying history but another historian carrying out the same thinking tasks and inquiries into the field. So we must make a way to enable the learners to actively participate in the whole process of history education.

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