사회과교육연구 [Research in Social Studies Education]

간행물 정보
  • 자료유형
  • 발행기관
    한국사회교과교육학회 [The Korean Association for the Social Studies Education]
  • ISSN
  • 간기
  • 수록기간
  • 등재여부
    KCI 등재
  • 주제분류
    사회과학 > 교육학
  • 십진분류
    KDC 378 DDC 375.3
제11권 1호 (10건)



초등 역사 교과서 시각자료의 분석-기능 및 내용텍스트 관련성을 중심으로-


한국사회교과교육학회 사회과교육연구 제11권 1호 2004.03 pp.31-44

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Analyzing visual materials in elementary history textbook I arrived at the conclusions as follows. First, on the aspect of function, the visual materials of elementary history textbook unit are mainly either representational or interpretational. They are largely the figures focusing on visual interpretation for content. The visual materials simply focusing on the attention function are comparatively rare. And organizational materials organizing the order between historical facts(organization function) and retentional ones making memorization easier(retention function) are scarce. Second, as the result of analysis on the relation of visual materials and content text, a lot of type 1 materials (visual materials which are referred in content text and related directly with it) and type 2 materials (visual materials which are referred in content text and related indirectly with it) were found. Being related to content text, it is obvious that visual materials exert influence on understanding of content text directly and indirectly. On the other hand, there are some visual materials without any direct or indirect relation to content text, which are needed to be substituted. In the end, it is required for visual materials to be created, selected or modified to help learners' historical understanding.



S.Hall과 J.C.Alexander의 문화연구의 관점과 방법이 사회과의 문화교육에 주는 함의


한국사회교과교육학회 사회과교육연구 제11권 1호 2004.03 pp.45-64

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This study is to examine the rational direction for cultural education in social studies education. For this purpose, I viewed the perspective and methodology of cultural study by S. Hall and J. C. Alexander, who are expected to provide significant points to cultural education. Then, I searched for the implication of their study in cultural education. The findings are as follows ; First, they set up 'meaning' problem as an important issue and analyze media text or discourse about citizen society to approach this 'meaning' problem. They adopt semiological methodology to interpret the problem. Its implication to social studies education is that it provides significance in understanding meaning which is shown in discourse about citizen society through classification of system of symbol in achievement, in understanding characteristics of cultural phenomenon in citizen society through analysis of cultural code, and in understanding diversity of cultural phenomenon from the perspective of 다의성 of media decoding.



주체적 정보활용 능력 육성을 위한 사회과교육에서의 미디어 리터러시 교육


한국사회교과교육학회 사회과교육연구 제11권 1호 2004.03 pp.65-81

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The purpose of this study is to suggest a viewpoint of media literacy education for the enhancement of information application ability in social studies. For this purpose, I inquire into a new citizenship on information oriented society and concept, necessity, form of media literacy education. In order to accomplish the aim of enhancement for information application ability in class of social studies, it is necessary that media literacy education is not simply on how to use the media but is expanded into the areas of analys, interpretation, and application. Media literacy education is essential in developing a democratic society that encourages diversified ideas and approaches for improvement. This study can contribute to develop media literacy education curriculum and learning resources by providing viewpoint of media literacy education in social studies



책무성의 관점에서 본 초등 사회과 수행평가


한국사회교과교육학회 사회과교육연구 제11권 1호 2004.03 pp.83-113

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This study has examined the present status of performance assessments in view of the accountability, focusing on the elementary school social studies. This study is based on thinking that performance assessment in social studies is a tool of improving the instruction. For this study, meaning of accountability, changes of accountability contents, and the relation between the accountability and the assessment was examined. In results, performance assessments in Korea play a role in realizing the professional accountability. For filling this roles of accountability, firstly, performance assessment has to be a frequent occurrence. Secondly, it must be enforced in diverse circumstances and methods. This two principles are directly associated with the 'instruction improvement'. On this two principles, performance assessments was analyzed. The consequences were as follows. First, frequency applying performance assessments to the instruction was decreased. It was not suitable to the first principle. Second, by the second principle, methods designing performance tasks in performance assessments were positive, and methods building performance criteria were both positive and questionable. Third, there must be some efforts to make designing performance tasks done in groups, scoring based on generalized criteria, and scoring with more complete descriptions of terms for the development of performance assessment in korean social studies.



미국의 중등교육제도에 대한 고찰-한국 사회과교육의 발전을 위한 차원에서-


한국사회교과교육학회 사회과교육연구 제11권 1호 2004.03 pp.115-130

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Crowded classrooms combined with passive curriculum registration and exam-centered evaluation system prevent adequate education in Korean secondary schools. So the national education system should be improved in order to prepare students for entry into a rapidly changing global environment. In this paper, the American secondary educational system is reviewed and discussed with the focus on the American social studies education system. Student-shifting curriculum registration, general/advanced/AP class system, performance-based evaluation, integration of social studies education programs in a college, and student-centered education system are regarded as the actually excellent elements that are modified and imported for the improved Korean educational system.



韓國, 日本, 美國의 敎授內容選擇權에 대한 考察


한국사회교과교육학회 사회과교육연구 제11권 1호 2004.03 pp.131-151

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Actually the educational activities are mostly accomplished in the direct educational interactions between the teacher and the students. Sometimes teacher's right to teach violates and limites the student's right to learn, but sometimes both rights are in the harmonious relation in the sense of educating desirable democratic citizen, the main purpose of current education. The purpose of the study is to show the contradictive and harmonious relationship between teacher's and student's right, many related leading cases in America, Japan, and Korea will be analysed in each side of the teacher's right to choose and decide the educational contents. The right to choose and decide the educational contents has been limited especially in the contents related to communism, and the right to regulate the curriculum belongs fundamentally to the government(the department of educational personnel and resource). In addition, The textbook system turns the national textbook system or official approval system of textbook into the textbook adoption system or the free choice system for the teacher's rights. Also, it is so important to ensure teacher's specialty and self-regulation, which will lead to the qualitative improvement of education and classwork, guaranteeing the student's right to learn. For this, we need the legal and financial support, and the effort and cooperation of parents, teacher's unions, and school as well as teacher and student themselves.



외국 초등 사회과 교과서 구성체제 분석-미국·일본·프랑스 교과서를 중심으로-

이종일, 정호범, 고영호

한국사회교과교육학회 사회과교육연구 제11권 1호 2004.03 pp.153-195

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This study attempts to analyze elementary social studies textbooks of U.S., Japan and France. It closely looks at one unit of each social studies textbook and tries to examine unit title, factors of unit, description of text, space organizations of page. Ultimately, this study is aimed to get insights for Korean publication system of elementary social studies textbooks. Followings are the results of analyzing the textbook in these views. First, we need to exchange an elementary school textbook publication system into freedom system. Second, we need to developing diverse teaching-learning resources besides a textbook and supply to teachers with it. Third, textbook contents are important, but an external framework of textbook agree with students' level or interest are important too. Fourth, the contents which introduces to a textbook must be close to everyday-life of students and concrete thing. And the question must state the format that can cause an interest of students. Fifth, we have to consider more various unit framework of textbooks. Last, it is necessary for us to study and assistance about a textbook.



초등 사회과 교실 수업과 교사의 실천적 지식


한국사회교과교육학회 사회과교육연구 제11권 1호 2004.03 pp.237-255

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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.


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