고려시대 재산 상속 관련 사료학습 방안 제안

초록

This study presented a teaching method that can induce experience of the process of deriving historical knowledge based on historical records related to property inheritance during the Goryeo Dynasty. First, by analysing the historical data related to the Son Byeon (孫抃) judgement on the brother-sister lawsuit, which is one of the cases of equal inheritance of property between children in the Goryeo Dynasty, a teaching plan was proposed to infer that the record reflects the "practice" of the time beyond the "case". Given the situation of historical research, this can be an experience of the stage of establishing a related hypothesis through case analysis. Then, a class plan was constructed to raise additional questions about the equal inheritance of property in the Goryeo Dynasty in the process of reviewing other related cases with the historical knowledge or hypothesis identified above in mind, and to explore them. Specifically, it is a class that raises questions about the aspect of "equality" through the case of Yoon Seon-jwa(尹宣佐), and deduces the specific aspect of "equality" through the interpretation of the 1122 ruling on inheritance. If the above is a method of learning historical materials that explores the process of deriving historical knowledge of textbooks and their specific content through historical materials, the last step of the in-depth class is a class that can explore the relationship between the interpretation of historical materials and the researcher's perspective, which is the core of historical research. Here, an interpretation from the 1950s is presented, which differs significantly from the 'current' interpretation of the 1122 decision used above, and the state of research and research perspectives on the family and kinship system at the time are considered as factors influencing this interpretation. It is believed that this lesson plan is more in line with the original aim of experiencing historical thinking by allowing students to experience the process of deriving historical knowledge more practically through the analysis of historical materials. Furthermore, it is hoped that it will help students to accept the historical knowledge of textbooks as provisional by understanding that the 'present' perspective - problem awareness and research situation - is an important background for exploring the creation of such historical knowledge.

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