쟁점 기반 해방 3년사 인식과 역사 학습

Abstract

This study explored controversial issues of recognition of the 3-year history since 8‧15 Liberation based on the characteristics and types of historical issues, and suggested the strategy for teaching history. The historical issues are divided into the actors' different decisions, the differences in historical interpretation, and the historical evaluation. The conflict over the perception of the 3-year history since 8‧15 Liberation is the result of the historical evaluation of society being reduced to historical interpretation. The controversial issue-based history learning is to pass the discussion over the recognition of history from society to the school and to the student who is the subject of learning. Students can resolve historical conflicts by realizing the nature and controversy of historical facts and recognizing history on their own through such lesson. From this point of view, this study proposed the learning strategy on an controversial issue-based 3-year history since 8‧15 Liberation. The selected controversial issues during the 3-year history since 8‧15 liberation are the recognition of the social situation at 8‧15 Liberation times, the resulting evaluation of the division of the 38th parallel, the judgement of possibility of a right-and-left cooperation, and the assertion of establishing a divided government or a unified government. The stages of problem recognition, the identification of controversial issues, analysis and interpretation of controversial issues, and reinterpretation of historical facts were set as the learning process. And then, this study suggested sources can be used in each stage and examples of questions necessary for understanding and reviewing controversial issues and historical cognition. The strategy of this study suggests implications for teachers to teach 3-year history since 8‧15 Liberation and can be used as data for specific history lesson plans.