비판적 사고를 위한 역사인식과 학습방법

Abstract

This study researched perspectives and learning strategies on historical facts for developing critical thinking. Critical thinking is classified as the inference of historical facts, the view of historical interpretation and historical evaluation in history education. The inference of historical facts involves the probabilistic awareness of causal relation and subjective understanding of historical context. Pupils should have the pluralistic view and apply the criteria of the practice to social problem for historical interpretation. Historical evaluation is divided into the critical reading of texts and the evaluation of historical behavior. This study suggested perspectives and learning strategies on six kind of historical thinking in three categories through historical examples. The perspective of historical facts cannot be separated from their learning strategies for developing critical thinking. The perspective of historical fact and its teaching-learning strategies are interrelated closely in history classroom, and they alter according to historical facts. The discussion of this study focuses on historical thinking, not on memorizing or understanding historical facts. Suggestions of this study are not concrete learning process or teaching techniques, but some ideas of historical perspectives and learning strategies for history instruction. These ideas would be applied practically to history classroom in context by the teacher. This kind of instruction is teacher's professional work and the task of practice research.