연령별 문화재 교육의 필요성과 활성화 방안 - ‘돌돌탐험대’와 ‘고고학 체험교실’ 사례를 중심으로-

Abstract

Nowadays, there are increasing various field experience programs focusing on cultural heritage education, and in archeology, it is necessary to pay attention on the images of 'popular archeology' and think of its necessity. This article is for making a suggestion to invigorate archeological experience programs in more organized and systematic ways with the cases of 'DolDol Explorers' and 'Archeological Experience Classroom' in Daegu Museum of Education, conducted by the author. Through this goal, firstly, archeological experience program should be done as customized one by age. As most of experience programs are for elementary and middle school students, it is argued that experience programs for toddlers and children should be extended. For the reasons, historical experiences of toddlers and children affect positively their creativeness, personality, and exploring ability, and the importance of archeological experience is emphasized. And archeological educational specialists for these programs should be trained, as their expertise and creative teaching methods are most important in running these programs. As a matter of fact, most of programs in archeological experiences could have positive influences on creativeness and self-oriented learning, and it is important that educators who will guide it should have the related abilities. The classes should be applied with materials and textbooks more effective and creative to children, and it is necessary to grow historical imagination using ICT and it also requires more friendly and systematic learning using archelogy books and cultural heritage education manual by Cultural Heritage Administration. In addition, for the method to utilize limitation of the place where archeological investigation is conducted as an alternative, mock excavating sites or maintained and recovered parks or moved and recovered relics, in case of not available for using the actual excavating site, may be utilized. Also, the institutions running these experience programs should develop more advanced programs with the programs' improvements, merits, and demerits, continuing to exchange information and feedbacks. Finally, considering psychological characteristics by age, a customized archeological contents program covering from toddlers to middle school students is suggested.