비판적 역사교과서 읽기를 위한 수업모형 개발

Abstract

The contents of history textbook are not the historical facts themselves, but a historian's interpretation on events of past. However, students accept the textbook contents as neutral facts without raising any questions about the writer's perspective or critical evaluation. Hence, it is necessary for the students to interpret multilayeredly the contents of the history textbook, to analyze them from different perspectives, and to reconstitute the meaning of the historical events. To achieve these goals, this study developed a teaching model, ‘to read history textbook critically’, and applied it to history classroom. The reader, the text, and the context are considered as main factors in this developed model. The class activities are divided into a series of steps; firstly, activating schema; secondly, analyzing and evaluating text; thirdly, constructing meaning. And specific learning activities are suggested in each step. The term 'schema' means an abstract structure of knowledge, reader's cognitive structure. Activating schema means to facilitate reading by providing reader with background knowledge. In this study, students were provided familiar concepts and asked to analogize new concepts with their past experiences. In addition, I have tried to correct students' malprioritized concepts as well as to activate their prior knowledge through 'prediction on main contents /confirming them'. In the phase of text analysis and evaluation, history textbook is substantially analyzed and evaluated through reading activity. This phase of the text reading is divided into steps of understanding both neutral events and author's intention by reflecting the narrative character of history textbook. The comprehension on events is achieved on the base of vocabulary and concept understanding. On this model we asked students to reconstruct the meaning of vocabulary based on their own understanding by making one sentence with the given vocabulary. To understand the descriptive contents in history textbook, two methods are used; in case of the illustrative description, students used the main idea wheel; in case of the narrative one, students used the table for analyzing the story elements. At the understanding author's intention phase, students were asked to infer the author's intention by analyzing rhetorical expression and list author's arguments and validities of his/her argument by using the check list. In addition, questions are solved through student discussion. The phase of constructing meaning is the learning process achieved after reading textbook. In this phase, students compose the meaning of the historical facts on the bases of their prior knowledge and the contents of the history textbook they have read. To help students construct historical meaning, writing history was used in this study. In the phase of writing history, various activities were suggested such as addressing one's opinions on text, stating one's opinions by comparing the historical situations with the current ones, searching for lessons to learn in the historical situation, and writing article, keeping a diary, presenting writing which describe the situations at that time. The results of 'Teaching Model for Read history text critically' are following:First, students became more active in presenting contents in the phase of activating schema than before. Second, students presented their opinions more on author's rhetorical expressions than on the sentences with neutral facts. Third, they tended to read author's opinion critically based on historical facts and they wanted to have more various bases and perspectives in history textbook. Finally, they constructed a variety of meaning in the phase of writing history.