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초등 사회과 교실 수업과 교사의 실천적 지식
Elementary Social Studies Instruction and Teacher's Practical Knowledge
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- 발행기관
- 한국사회교과교육학회 바로가기
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- 간행물
- 사회과교육연구 KCI 등재후보 바로가기
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- 통권
- 제11권 1호 (2004.03)바로가기
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- 페이지
- pp.237-255
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- 저자
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- 언어
- 한국어(KOR)
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- URL
- https://www.earticle.net/Article/A32845
※ 원문제공기관과의 협약기간이 종료되어 열람이 제한될 수 있습니다.
원문정보
초록
- 영어
- How are elementary teachers teaching social studies lesson to pupils? The teachers have biggest difficulties in teaching it at elementary school. What'd this problem better solve? The fundamental solution about these problems is possible by taking part in social studies class at first hand. Teacher is a person who teaches pupils in classroom. The effect of teaching directly appears based on teacher's experience and reflection obtained by the experience. Researches into teaching at school till now, however, are only used to a means that produce achievements in learning, and have not reflected teacher's natural opinions. That's why it always had teaching of social studies lesson recognized as scientific structure. In result, the teachers are shirking more and more from teaching of social studies lesson. This research is to approach theoretically for the practical knowledge seen by consecutive activity that teacher, performer who teach social lesson in classroom, practice instruction and reflect it. Scholars like Ryle, Oakeshott and Polanyi, who lay emphasis on knowledge by implication, insist strongly on knowledge that can't put in the textbook and that is obtained by reflection within activity, through methodological theories. Teacher's practical knowledge means that it express clearly knowledge accumulated by experience of each teacher, developing it depending on the faculty system based on his or her beliefs and values and reconstructing it continuously. Therefore, the practical knowledge is made with interconnectivity and is changed powerfully in the real situation. Researcher helped understand social studies lesson's instruction that come to a stagnant crisis as a course of study, and interpret it again, by recognizing the importance of knowledge like these and by arranging the existing research with which teacher's practical knowledge was dealt.
목차
1.서론
2.사회과 교실 수업 연구의 방향
3.'실천적 지식'에 대한 인식론적 접근
4.'교사의 실천적 지식'의 개념과 구성요소
5.결론
<참고문헌>
키워드
실천적 지식(practical knowledge) 사회과 수업(Social studies Instruction) practical knowledge Social studies Instruction저자
간행물 정보
발행기관
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- 발행기관명
- 한국사회교과교육학회 [The Korean Association for the Social Studies Education]
- 설립연도
- 1994
- 분야
- 사회과학>교육학
- 소개
- 사회과 교육에 관한 연구와 관련 활동을 통하여 회원의 학문적 발전과 자질 향상을 도모하며, 나아가 우리나라 교육의 발전에 기여함을 목적으로 한다.
간행물
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- 간행물명
- 사회과교육연구 [Research in Social Studies Education]
- 간기
- 계간
- pISSN
- 1225-6838
- 수록기간
- 1994~2023
- 등재여부
- KCI 등재
- 십진분류
- KDC 374 DDC 375
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