‘정서 읽기’를 통한 학생의 역사 이해

Abstract

Learning history can be defined from various emotions such as happiness, sadness, love and joy which are natural traces of human life. In the classroom, students also perceive certain weak or strong emotions from time to time in listening while the teacher is delivering explanations. In proactive approach to history education, it should be considered the potential benefits of emotions perceived by students in the learning process. The purpose of this article is to help the students participate in learning about history in class by using their emotions and to try to look for ways to improve their understanding history. First, this study examined the psychological mechanism which is the subject of historical research and where human behavior represents its emotional and psychological motivations that might result in changes of behavior. Emotions are related with historic acts, especially through synchronization and could be an important variable to explain and understand historical behaviors. Upon learning the history, it is eyeing the trajectories of historical acts, teaching methods are envisioned to promote students’ understanding of history by utilizing emotions. Description from the history textbooks can view the information showing the flow of emotional causation. These historical narratives make contextualization into much more extended and easier to understand because they are associated with emotions. The students can take advantage of learning emotions by the cognition and reasoning method on how the students feel emotions in the historic text-mode which has emotional value. Such trial class methods will not only stimulate the students’ interest and give them interest in the lesson, but also helpful to reach their past and vivid lives. It brings back their memory and widens their understanding on the subject matter.