In history class the illustration materials are used to make the students understand the historic fact more directly. So if we stump to use the illustrations in class, students will be more curious, think about the historic facts more, and can cultivate their material usage skills.
Like this, in...
In history class the illustration materials are used to make the students understand the historic fact more directly. So if we stump to use the illustrations in class, students will be more curious, think about the historic facts more, and can cultivate their material usage skills.
Like this, in this thesis, tries to find the usage of the illustration in the social studies text book, find the errors, and how to fix those errors.
For this, in chapter 3, there are illustrations of the 6-1grade social studies text book which handles the history part, the analysis of the physical amount and the form of it, the trend of the publications, and the improvements. Chapter 4 shows the analysis of the actual condition of the illustrations and the result of the survey about the efficiency of it. Chapter 5 handles the class, using the illustrations in the history class.
First, the classified illustrations by physical amount and the form are like this.
First, the illustrations are classified into modern age>ancient>modern> present>middle age by time, politic>culture>society>economic by field, and photographs, pictures>relics, remains>examples>history cartoons by types. So the illustration has to be inserted in time sequence equally to understand the whole, not by fields or by types.
Second, for the relics and the remains, there were some illustrations and photographs which were not true, needed more explanations, and didn't match the words.
Third, for the photograph illustrations, some of them couldn't reach the explanations.
Fourth, for the historical materials, there was a lack of explanation of the material's origin, where it is, and the comment about it.
Fifth, there were maps that couldn't tell the change of time, and the historical fact.
Sixth, the history cartoons doesn't shows the story of the text, and couldn't inform about it enough.
Seventh, for the characters, the characters were in a wrong destination and the facts were wrong.
Eighth, the chronological table shows a wrong distance of the time difference, and can't make the students understand very well about the historic fact.
These are the results of the survey about the efficiency of the use of the illustrations, and the use of the illustrations.
First, Most of the teachers uses the illustration materials in class.
Second, the teachers and the students think that the illustration materials is effective in history class, and actually helped them learn about the prehistoric age to the 'Tongil Shinla".
Third, the materials that the students were interested were, the relics, the remains and the cartoons, and the materials that helped the most were the photograph and the illustration materials.
Fourth, most of the students think that the illustration materials are necessary in class and the teachers chose the "the increase of interest in history class" for the best reason.
Fifth, it was difficult to understand about the cultural assets and the relics in class because of the lack of information about the actual size of them and about their facts.
Sixth, teachers think that Social study, economic, politic, culture didn't have much illustration materials in order, and the types of materials that were not much, were photographs, pictures, examples, history cartoons, relics, the remains, historic maps and the chronological table in order.
Next, there's a history class model and a actual teacher-studying proposition which Panofsky presented. Though the form of the picture analysis can not be the standard of analyzing the illustration materials, when the children study the inner and outer means of the illustration using the presented form of picture analysis, they can utilize the materials more, and can grow their historic mind which is the goal of the historic education.
In history class the illustration materials are used to make the students understand the historic fact more directly. So if we stump to use the illustrations in class, students will be more curious, think about the historic facts more, and can cultivate their material usage skills.
Like this, in this thesis, tries to find the usage of the illustration in the social studies text book, find the errors, and how to fix those errors.
For this, in chapter 3, there are illustrations of the 6-1grade social studies text book which handles the history part, the analysis of the physical amount and the form of it, the trend of the publications, and the improvements. Chapter 4 shows the analysis of the actual condition of the illustrations and the result of the survey about the efficiency of it. Chapter 5 handles the class, using the illustrations in the history class.
First, the classified illustrations by physical amount and the form are like this.
First, the illustrations are classified into modern age>ancient>modern> present>middle age by time, politic>culture>society>economic by field, and photographs, pictures>relics, remains>examples>history cartoons by types. So the illustration has to be inserted in time sequence equally to understand the whole, not by fields or by types.
Second, for the relics and the remains, there were some illustrations and photographs which were not true, needed more explanations, and didn't match the words.
Third, for the photograph illustrations, some of them couldn't reach the explanations.
Fourth, for the historical materials, there was a lack of explanation of the material's origin, where it is, and the comment about it.
Fifth, there were maps that couldn't tell the change of time, and the historical fact.
Sixth, the history cartoons doesn't shows the story of the text, and couldn't inform about it enough.
Seventh, for the characters, the characters were in a wrong destination and the facts were wrong.
Eighth, the chronological table shows a wrong distance of the time difference, and can't make the students understand very well about the historic fact.
These are the results of the survey about the efficiency of the use of the illustrations, and the use of the illustrations.
First, Most of the teachers uses the illustration materials in class.
Second, the teachers and the students think that the illustration materials is effective in history class, and actually helped them learn about the prehistoric age to the 'Tongil Shinla".
Third, the materials that the students were interested were, the relics, the remains and the cartoons, and the materials that helped the most were the photograph and the illustration materials.
Fourth, most of the students think that the illustration materials are necessary in class and the teachers chose the "the increase of interest in history class" for the best reason.
Fifth, it was difficult to understand about the cultural assets and the relics in class because of the lack of information about the actual size of them and about their facts.
Sixth, teachers think that Social study, economic, politic, culture didn't have much illustration materials in order, and the types of materials that were not much, were photographs, pictures, examples, history cartoons, relics, the remains, historic maps and the chronological table in order.
Next, there's a history class model and a actual teacher-studying proposition which Panofsky presented. Though the form of the picture analysis can not be the standard of analyzing the illustration materials, when the children study the inner and outer means of the illustration using the presented form of picture analysis, they can utilize the materials more, and can grow their historic mind which is the goal of the historic education.
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