〈승경도(陞卿圖)>를중심으로 한초등역사학습방안

Abstract

Education institutions and families in Joseon employed various plays for child education, besides official study based on Confucianism. Seunggyeongdo is one of the representative plays which is a role play to progress to public post. Students could have learned the system of public office and knowledge as well as the understanding of the nationwide villages and the tough life of a public officer from Seunggyeongdo. Since the Japanese occupation period, it has almost disappeared, but it was popular until the late Joseon period. Firstly, this study examines the origin and method of play based on the previous studies and documents of Joseon and also by comparing similar plays in China and Japan to figure out the prototype. The character of Seunggyeongdo by types of version has been examined by comparing and analyzing the relics in the National Folklore Museum. Secondly, the study attempts to reconstruct a standard play plate to be utilized educationally. The standard play plate is developed into type A and type B. The type A utilized the structure of Seunggyeongdo to the maximum. With width×length (8×10), it consists of total 80 sections that needs about 20 minutes to complete. Type B aims to develop self construction by a child with 24 sections of width×length(4×6) in order not to make too many numbers of cases. Third, the study suggests school education program model by linking to elementary school curriculum. The type A is for history experience in the elementary school including various programs of Social Studies, Geogrphy and General Social Studies subjects. And the type B can be utilized with‘ making my own Seunggyeongdo’. The program suggested in this study requires more detailed review and assessment as a case of history experience. Nonetheless, it is meaningful to provide new awareness on various history and culture contents. By employing Seunggyeongdo play, a play for career education and leisure in Joseon, to history experience program for elementary school students, it attempts to demonstrate past, present and future in the experience of elementary school students. Such works may be foundation for experience study utilizing traditional culture contents in the today’s school education field. Key