Abstract ▼ AI-Helper

Cultural heritage education enables vivid history learning by finding out how people at the time when the cultural heritage was formed lived and comparing it with our current living. Through cultural heritages, humans can confirm their identity as an individual or member of the community and have et...

Cultural heritage education enables vivid history learning by finding out how people at the time when the cultural heritage was formed lived and comparing it with our current living. Through cultural heritages, humans can confirm their identity as an individual or member of the community and have ethnic pride, respect for ancestors and love for their region and national culture. In addition, they can understand the value and meaning of traditional culture and participate in valuing and conserving cultural heritages. This cultural heritage education is regarded as being able to develop creativity and sensibility with a variety of activities to understand society·politics·science and technology·economy·philosophy·religion etc., human activity areas and fully act as a subject leading self-directed learning” through a variety of learning and experiences and this can contribute to ‘Smart Human Resource Development’pursued by Chungcheongnamdo education. An elementary after school is considered to be a program that can efficiently conduct this cultural heritage education other than the existing formal curriculum. While all schools in Chungcheongnamdo are operating after schools and 86.08% of students participate in after schools, only 1% students participate in social studies education. Watching these unfortunate circumstances, the researcher studied a cultural heritage education plan which is efficient for after schools. But this study was carried out under the limitation of 25 elementary schools in Chungcheongnamdo. The researcher studied method of cultural heritage education with maximum efficiency within the limits of time and space of after-school and presented cultural heritage education in this study, thinking the result is cultural heritage education using a concrete material. First, making a tangible cultural heritage mock-up, visiting directly and indirect experience through the mock-up in the current situation where students cannot see the overall look of the actual artifacts will contribute to developing an understanding of cultural heritage. Second, by directly drawing and expressing works of art such as dancheong (traditional multicolored paintwork on wooden buildings) and folk copy paintings etc. not just appreciating them, students will be able to understand the spiritual culture of their ancestors and also understand painting tools and paints of the times. Third, while making and eating traditional food and making traditional play tools into concrete materials and playing with them, students will have the opportunity of understanding their folk culture and learn the wisdom of their ancestors who lived with nature. Fourth, by having the opportunity of directly making and using tools that have been used since prehistoric times and comparing the impact of human evolution on living tools and modern living tools, students will be able to expand their understanding from their life to the contemporary human culture living as well as me and my neighbors. Fifth, students may consider their position to adapt to globalization by making concrete materials such as Goguryeo tombs, Royal Tomb of King Muryeong etc. and understanding the propagation process of scientific technology and cultural technology, culture embedded in Goguryeo tombs and Royal Tomb of King Muryeong to which they cannot actually go while directly looking at concrete materials in the classroom. This is considered to contribute to preparing for the opportunity to understand how people lived based on which afterlife view in each era. Sixth, students can understand the development processes of printing through the process of directly doing rubbing and carving etc. In addition, students will be able to understand our cultural heritages in interesting and various ways through a variety of concrete materials showing the development of science and technology such as Turtle Ship, Clepsydra, Hemispherical Sundial etc. and extended three-dimensional learning history will be also made. Thus, this study proposed a class using concrete materials as an efficient method for cultural heritage education and presented a plan to use audio-visual materials and activity sheet as secondary materials in order to maximize the effectiveness of this learning. It is hoped that this study will be an opportunity for many students to participate in cultural heritage education interestingly in the after-school.

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