This paper is intended to analyze four discussion-based class teaching types that were originated and exercised by Kato Kimiaki, a history teacher at a highschool in Japan and to present implications and limitations of his teaching methodology by reviewing pros and cons in Japan. The implications of his discussion-based class teaching can be summed up in three aspects; individuality of learners, scientific perception of history and guidance by teacher. First, he created and has been utilizing various methods in order to ensure learners` self-motivated study and nurture independent perception of history at each phase of discussion-based learning(teaching material selection, problem-posing, establishment of one`s views and discussion, follow-up guidance). Second, he has been promoting scientific perception of history by letting students experience study process of historians and debates in the academia of history. And students comes to learn how to perceive history scientifically based on logicality, objectivity and individuality/ independence by going through the processes of establishing their own views and of mutual criticism. Third, strong guidance by teachers who have profound of knowledge of history, persistent study and research on efficient teaching approaches and deep understanding of the students plays as a critical factor in developing individuality and scientific perception of history by students. Meanwhile, his practice has limitations of failing to teach students basic knowledge of history through the method of comprehensive history. So it is required to be improved so as to pursue individuality of learners and systemicity of history in a balanced manner.
[사학] 친일파 99인 자료
공무원 국어 기출문제(국가직7급,국가직9급,국회8급,경찰공무원,군무원)
19세기 한국과 일본의 교육근대화론 수용에 관한 연구
1910년대의 독립운동, 1920년대의 여성단체운동, 1930년대의 아나키즘운동, 1940년대의 통일운동, 1960년대의 노동운동, 1970년대의 민주화운동, 1980년대 노동운동, 1990년대 지역복지운동, 2000년대 환경보전운동
[현대국제정치사] 대한국 국제와 일본국 헌법안
대한민국 국제와 일본국 헌법안에 대한 현재적 의미에 대한 분석
해방 이전의 근대주의의 수용과정