백제 장신구를 활용한 자기주도적 역사수업방안 : 국립공주박물관을 중심으로
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Actually, history education is still difficult and tedious to students. This is because teachers have burdens of the amount of learning contents which they should teach compared to lesson hours and assessment and make student memorize the fact of the past so that history is difficult and not close to students. Finally they have lost the interest in history. Eventually, to become informative history class for students, we should present contents and methods to cause students' interest and curiosity, and we can configure the narrative on historical facts based on empathy rather than memorization of historical facts. Therefore, a main goal of this study is to complement the limits of the secondary history class, to recognize that the class is possible to learn comprehensively to heavy macro history with a little subject, and to feel that history is not difficult and boring any more. In addition, through this study, it's to expect the improvement of historical thinking such as inquiry, imagination re-consisting of history from a variety of perspectives. Ornaments act aesthetic, magical and social function and is an important culture which has been shared, pursued in wide range of age, sex, age, country. In addition, the Three Kingdom Period when the literature record on ornaments began to appear is an important time in the history of Korean ornaments, in particular, Baekje accepted various cultures through active foreign exchange, and changed, developed them into the creative culture of Baekje ornaments, and spread the culture to Japan or Gaya. Thus, this paper is to increase efficiency of history education, helping students to understand history, stimulating their curiosity and interest and making them participate in the class actively through self-directed learning and task performance that they see and feel display artifacts actually on the spot of Gongju National Museum, by selecting Baekje ornaments as a study subject to stimulate students' curiosity. The educational values of learning through the Baekje ornaments are first, if teacher use the Baekje ornaments for learning, they can obtain a variety of teaching materials, and give students opportunities of self-directed learning. Second, If students check the cultural heritage of various Baekje ornaments associated with historical facts appearing in the textbook, the interest in them will be even higher Third, through history learning utilizing the Baekje ornaments, it makes students understand Baekje comprehensively in many respects of politics, economy, society and culture, etc in Baekje period. Fourth, with history learning using various forms of the Baekje ornaments, it can improve students' historical thinking. In this study, we plan history learning using Baekje ornaments three times in creative optional activities or extracurricular activities apart from the school curriculum due to the lack of history class hours and not closing to linkage of the curriculum and set Gongju National Museum as a field trip destination. Teachers make students complete doing the history as task performance through individual inquiry learning and group cooperative learning, seeing general theories and contents on Baekje ornaments and PPT data. Task performance and presentation make learners maximize the reconstruction and completion of history. Especially, it's possible for learners to do self-directed research learning individually, and they can reconstruct history as a little historian through cooperative learning with members of the group and do reenacted experience that they are able to experience Baekje indirectly, and learners' thinking including several areas of historical inquiry, imagination and judgement will be higher. In addition, teachers can increase the effectiveness of learning by making students listening to other students' inquiry learning, and students are interested in the contents of 'Baekje ornaments' through discussion and can learn Baekje's society, politics and culture naturally. In other words, regarding the biggest goal of the paper, students look for interest on difficult and tedious history, understand macro history with the learning of little subject and also expect the improvement of historical thinking. It's also considered to be significant in that these attempts from the perspective of a teacher check values on the interest on the cultural heritage and its effectiveness in the field of secondary education, and become one turning point of studying the meaning. Based on this, this researcher hopes subsequent studies that we can check, apply history learning utilizing the cultural heritage of Baekje ornaments presented by this researcher in the real education field will be done in future.