역사교사요인에 따른 수업의 像, 실현화·곤란

Abstract

This study aims to understand the though process of history teachers in curriculum designing by conducting in-depth interview. And in order to contemplate on this, the study term “class figure, realization and difficulty” was established. The qualitative research was conducted subjecting 5 teacher. This study aims to verify the history teacher element considered in the process of curriculum designing and the class figure, realization and difficulty of the history teachers. This study hereby expects to understand and supplement the curriculum designing process of teachers in educational field in terms of curriculum education. This study is organized into 5 history teach elements that teachers, the main subject of history class consider significant in designing class based on the existing studies that are “①characteristic of history class ②teaching method of history class, ③characteristics of learner, ④history class environment , ⑤teacher’s understanding toward oneself. Also, the teachers were subjected to in-depth interview regarding class figure and the results were analyzed. According to the in-depth interview, the class figures expected by most of the teachers are as follows. First figure is the class regarding the characteristics of history class. Teachers designed class which enables reality understanding by improving historical thinking, class which enables understanding the historical period with historical imagination, class which enables various historical interpretation, and class which enables understanding of historical concept and fact in the flow. Second is the figure regarding the teaching method of history class. Teachers designed class that students participates, class with effective delivery of contents, class which well constructed teacher’s style, class which utilizes various historical material. Third is the class regarding the characteristic of learner. Teachers designed class reflecting interest of students, class considering the level of students and class considering the situation of students. Fourth is the class figure considering history class environment. Teachers designed class considering class environment element such as number of students and classroom material, and class considering the external situation such as college admission, study progress and the relationship with coworkers. Fifth, the teachers designed class considering the understanding toward oneself. Teachers designed class reflecting the history education philosophy of oneself, class with contents that teachers see important, and class that is satisfactory and expansive. In order to compare the class design process by teachers, the teachers were provided with “late Joseon culture” and restructured class scene. Teacher (A) who considered students the most presented the largest amount of late Joseon culture material in the class. There were also many materials outside the textbook. This is to make students feel interested in class and experience many materials to prepare for exam. Teacher (B) who mostly concerned the teaching method designed class making story by students becoming the ordinary people from late Joseon. This has realized the activity class figure participated by students. Teacher (C) who considered the characteristic of history education aimed to make students understand the thoughts of people lived in the social and financial background of late Joseon. Also, he wanted to read out the actual society. In order to actualized this, a lot of questions are in the class led by teacher (C). For example, the teacher raises questions regarding the economical growth, culture and life of the people. This improves the historical thinking ability to understand reality, and it also let students learn concept and incidents in the historical flow. Teacher(D) who considers the teaching method and characteristics of students actualize the class figure by student presentation class. Students interpret historical term such as ordinary culture and solve the questions by themselves. Teacher(E) who considered the historical class environment the most showed pictures through TV screen and conducted quiz class. The teacher realized the class figure which students can have interest by considering the class environment. The facts regarding the realization and difficulty of teachers by class figure are as follows. First, there were many teachers who had overlapping or vague class figure .The class figure pursued by teachers did exist, but it was not clear. This indicates a need for teachers to reconsider the class figure or class intention in detail. When the expected class figure is clear, the value discussion of class is possible. Second, the appropriacy between class figure and realization process need verification. The individual judgment of teacher selected realization method which was quiet limited. Most of the teachers utilized video material to realize the class figure which improves student level, class reflecting student interest, and class efficiently delivering the contents. However, there was a need for more considerations to select which video material will be manufactured to be utilized as class material in detail. Third, the class figure by teachers can be integrated into several conditions. One of the most frequent class figure is to make students interested in class, so the video and visual materials are utilized to realize this. This has not been issued as subject topic in existing curriculum education, but it was quiet familiar and frequent class figure in the field. Many teachers put such class figure above. Fourth, the difficulties that teachers had were quiet difficult for individual to control. Overload of administrative work, number of students, indifference to students and subjects and other difficulties that teacher judged were difficult to overcome by individuals. There is a need to review this condition. Understanding the class design process of history teacher is equal to understanding the total process of class. Understanding the class in specific class model or object like the existing curriculum education is no real help to the field of education. Also, such approach is quiet limited in improving the class led by teachers in the field. In order to overcome this, teachers need to understand the class design process before the class. In addition, the appropriacy of class figure and realization, and the difficulty occurring in the process must be reviewed. When such case study continues, and the academics of education supports the study, I believe the gap between the curriculum education and education field can be bridged.