디지털 시대, 융복합적 사고와 교양 〈한국사〉 : 중앙대학교 교양 〈한국사〉를 중심으로

초록

This study reexamines the significance of general education Korean history in the context of the digital transformation era and argues for its reconstruction as convergence-oriented education grounded in historical thinking. While the digital environment has expanded the production and circulation of information, it has also intensified problems such as fragmentation, loss of context, and algorithmic bias. In this context, general education needs to move beyond the transmission of knowledge toward fostering the ability to interpret information and construct meaning. History, as a discipline that constructs meaning through the analysis and interpretation of historical sources, is closely aligned with these demands. In particular, historical thinking embodies the core structure of convergent thinking. Based on this perspective, this study redefines general education Korean history as a thinking-centered discipline. Focusing on a case of a general education Korean history course at Chung-Ang University, this study shows that a course model integrating a cyclical structure of inquiry–collaboration–reflection with digital resources, discussion, and reflective activities can function as a convergence-oriented educational model that cultivates both historical thinking and digital literacy.

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