초등 역사학습의 비공식적 역사읽기 방안

Abstract

This study focuses on the fact that elementary school students acquire historical knowledge through various experiences besides official history learning through school classes and textbooks, and defines the history that they accept through daily experiences as ‘Unofficial History’. The historical experiences outside school history help students to extend their historical understanding and to view historical facts from a new perspective. Unofficial history has some influences on students' historical recognition, but there are some contents which have not been verified for authenticity or validity of interpretations in unofficial history text. This study purposed to develop strategies for reading historical facts in unofficial history texts, while paying attention to the multiple historical meanings and the positive aspect of unofficial history. In order to develop a procedure for reading unofficial history, this study reviewed theories on reading historical texts and the critical reading of history. Therefore the procedure is concretely classified into ① contextual reading which complements the blanks of official history with unofficial history and constructs meaning in light of the circumstances and context of the time, ② interpretative reading which gives historical meaning from the positions of historical actors and ③ evaluative reading which assesses historical events and makes a judgment from the student's points of view, ④ critical reading which finds intention or purpose of text generation, interpretation of text. Historical events that can lead to meaningful educational effects when applying unformal historical reading to elementary students are: first, not mentioned in the official history or are briefly described, requiring supplementation of other historical descriptions; second, the impact on the lives of the people at different level is large. Third, there are various opinions and evaluations about the historical events. To identify the effect of reading strategies for unofficial history, this study examined 6th grade students’ understanding of the content in children’s history trade books that focused on the ‘Goryo-Mongol War and Mongolian Interference’. The results of reading unofficial history are as follows; Students came to ① be aware of the complex elements involved in a series of historical events, ② have an opportunity to interpret events from the multiple perspectives of historical actors, ③ evaluate historical figures or events and judge them with perspectives of themselves, ④ compare several texts which describe historical events in different ways and experience the pluralistic nature of history, and ⑤ recognize the necessity of critical reading while actively searching and finding out the intent of the authors implied in the text. Multiple factors such as learning experience of official history, prior knowledge and historical experiences in daily life are included in the students’ process of historical understanding. Therefore, in order to examine how these historical experiences interact with one another and lead to students’ historical recognition, some more discussions need to be continued on their private histories.