초등 역사 수업에서 실학 이야기하기 -확산적 서사로의 재구성-

초록

‘Silhak’ is an important content of history learning that has been dealt with for a long time and a historical phenomenon that students can experience in their daily lives. In order for ‘Silhak’ to become a meaningful history for students, it is necessary to think more about ‘Silhak narrative’, which is a question of how to talk about it. The purpose of this study is to find a way to break away from the fixed ‘Silhak narrative’ frame that has been followed in elementary school history education so far and to talk about ‘Silhak’ in various ways. As one way, it proposed a change of direction to a ‘divergent narrative’, and reconstructed the ‘divergent Silhak narrative’ centered on the historical figure ‘Jeong Yak-yong’ and applied it in actual elementary history classes. In the course and results of the classes, the 4th graders of elementary school, who are the subjects of the classes, became Narrators and each created a historical narrative about ‘Silhak’, and furthermore, viewed today’s problems through the concept of ‘Silhak’. Through this, it was confirmed that the educational effect pursued by the ‘divergent narrative’ was positively realized. Various attempts must be made in order for the ‘Silhak narrative’ of school history education to change substantially. This study is worthwhile in that it was a meaningful attempt to talk about ‘Silhak’ as a living history, not just knowledge of the past, aiming at the incomplete but meaningful understanding of ‘Silhak’ of elementary school students.

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