초록

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이 논문은 창의인성을 키워주는 역사수업방식의 해외 성공사례를 검토한다. 미국 사회교육협회 NCSS(National Council for the Social Studies)가 인정한 수업모형들을 더불어 다른 성공적인 역사수업모형들을 분석하고 성공요인을 세 가지 종목으로 나누어 살펴 본다: 1) Knowledge (기본지식획득); 2) Skills (기능획득); 3) Historcal consciousness or the ability to think in time stream (역사의식 또는 역사의 흐름을 의식하고 생각하는 능력). 본 논문은 이 세 가지 요인이 성공적인 역사수업을 위해서는 필수적이라고 주장하고 이에 따른 기본요소들을 파악한다. 파악된 요소들을 응용한 시범수업모형 또한 제시한다.

Abstract ▼ AI-Helper

This article suggests ways of fostering creativity and personality development through history education. It provides an overview of successful U.S. teaching models drawn from various sources, especially the NCSS(National Council for the Social Studies)"s Expectations of Excellence: Curriculum Stand...

This article suggests ways of fostering creativity and personality development through history education. It provides an overview of successful U.S. teaching models drawn from various sources, especially the NCSS(National Council for the Social Studies)"s Expectations of Excellence: Curriculum Standards for Social Studies. Based on the models recommended by NCSS and other sources, it identifies main elements of successful history education and discuss them under three main headings: (1) knowledge, (2) skills, and (3) historical consciousness or the ability to think in time stream. The article concludes with an example of student project ("School History Project") which incorporates the philosophy behind the new curriculum.

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