역사교육에서 ‘글쓰기 수업’의 실천과 연구 동향

Abstract

Since the early 1990’s, many leading history teachers at the chalkface have tried to make good use of ‘historical writing’ or ‘writing historical essay’ as a student-centered teaching method, and about mid-2000’s ‘historical writing’ was formally recognized as intrinsic methodology in history education. Especially ‘The Organization of Korean History Teachers’ have done much to establish the basis of teaching methodology of ‘historical writing’Yet there is a lack of research on ‘historical writing’, but the fruition of major studies on historical thinking and critical reading of historical texts have contributed powerfully to the development of conceptual system for teaching methodology of ‘historical writing’. Domestic research trend and current status of ‘historical writing’ in school education field, reflected in papers of masters degree in history education tell us several problems which will be key issues near future. First is to get out of the ‘simple schematic approach’ ; ‘historical writing’ is highly effective to promote historical thinking or thinking skills. A mission put before us is to dig out hidden talent of ‘historical writing’ more essentially, in relation to aims of history education. Second, we need to investigate various types, categories of ‘historical writing’ in class more widely, getting out of overvaluation of empathetic ‘understanding based experiential writing’. So, recent increase of interest on argumentative -writing in history class, and critical reading of history and writing history is very encouraging. Third, characteristics of characteristics of historical knowledge that students ‘learn themself’ should be one of the major controversial issues in teaching methodology of ‘historical writing’. A students have to be reader and writer of his own in history class, but this is not the ultimate objective. Critical reading of history and writing activities can contribute to the advancement of student’s self-awareness, only with the necessary condition, self-examination on historical knowledge and interpretation of himself.