본 연구는 중학교 역사교과서에서 사용되는 역사용어에 대한 학생들의 이해도 향상을 위해 연구자 자신의 수업을 개선하기 위한 목적이 있다. 이에 본 연구는 실행연구를 연구 방법론으 로 채택하여 연구를 진행하였다. 본 연구에서 연구 목적을 달성하기 위해 첫째, 2013학년도와 2014학년도에 S여중 2학년 전 교생 180여명을 대상으로 역사과목에 대한 전반적인 이해와 역사용어에 대한 이해 실태를 파 악하였다. 둘째, 이를 바탕으로 연구자는 2013학년도에 자신의 수업에 대한 문제점을 파악하고, 실제 수업에서 역사용어 이해도를 향상시키기 위해 6개반을 3그룹으로 나누어 3가지의 학습방 법을 적용하였다. 2014학년도에는 2013학년도에 역사용어를 이해하는데 가장 효과적이었던 학 생활동중심수업을 적용하였다. 셋째, 수업 후 교사의 수업일기와 학생들의 인터뷰를 통해 수업 후의 반응을 살펴보았으며, 2주후 학생들의 역사용어 이해도의 향상 정도를 살펴보기 위해 탐 구형 평가(개념확인평가)와 지필고사 성적을 분석하였다. 그 결과 교사가 활동지, 동영상 등 다양한 학습자료를 제공하여 수업하고, 학생들은 학습과 제를 통해 선행지식을 갖추어 학생활동중심으로 수업이 이루어질 때 역사용어에 대한 이해도 가 향상되어, 학업성취도도 좋아지는 것으로 나타났다. 본 연구자는 2년 동안 본 연구를 통해 자신의 수업을 되돌아보고 반성함으로써 수업을 개선 할 수 있는 계기가 되었다.

The purpose of this study is to improve this researcher’s own class in order to enhance students’ understanding of history terms found in middle school second-grade history textbooks. To attain the goal, action research was adopted as study methodology. Action research in the area of education is the activity of improving class as a result of teachers’ educational activities practiced in school, the actual field of education. Compared with advanced research, this study is significant as it allows teachers to reflect their own educational activities and improve their curriculum and class taking their research activities themselves as study data. In order attain the goal, first, this author examined the actual status of general understanding of the history subject and understanding of history terms with 180 or so entire second graders at this school in 2013 and 2014. Second, based on that, this researcher figured out problems of her own class in 2013 and applied three learning methods to three groups of students organized by dividing six classes in order to enhance understanding of history terms in the actual classes. In 2014, the author applied students’ activity-based class which had been found to be the most effective in enhancing understanding of history terms in 2013. Third, after class, the teacher examined her own class journals and interviews to students to see their responses to the class. After two weeks, to examine the degree of improvement in students’ understanding of history terms, this author analyzed exploratory evaluations (evaluations to check concepts) and paper tests. As a result, when the teacher provides class with diverse learning materials including worksheets or videos and students have students’ activity-based class after being equipped with schemata through assignments, their understanding of history terms is improved, and their academic achievement becomes higher. Based on the result of research conducted in 2013, this researcher provided students’ activity-based class to all six classes in 2014. As a result, students’ interest in and understanding of history class became enhanced, and communication between students and the teacher also improved significantly. Also, the larger deviation among classes found in 2013 reduced much. This researcher, too, had an opportunity to reflect herself and improve her own class through this study for the last two years.

Ⅰ. 들어가는 말
Ⅱ. 이론적배경
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 결론
References
Abstract

• 김유진(상주여자중학교) | Kim, Yu-jin