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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The purpose of this study is to analysis the character of social studies' national curriculum and education in the era of Korea's nation building. For the shake of this purpose, I will review the backgrounds of national curriculum in the era of nation building. I consider Japanese colonial Korea's education, America's education policy to Korea, and Korean educator in America's Army Government as the backgrounds. And I will analysis the character of social studies' national curriculum in the era of Korea's nation building.
I draw out the followings as a conclusion on the backgrounds and characters of social studies' national curriculum in the era of nation building.
Firstly, both Korean people and America's Army Government did not cope with reconstruction of education under the long-term plan in the era of nation building. As a result, during the first 1 year all efforts are concentrated on restarting of school education, and the reconstruction of education is directed on the sweeping off Japanese education and the practice of democratic education. At that time, it was Korean educator that handle out or design the education policy and national curriculum.
Secondly, the essence of social studies is considered as understanding of social life which is just social phenomenon excluding value or ideology. Investigation methods a units, individual learning and co-operation learning are recommended as a teaching and learning methods of social studies. In related with curriculum of social studies, localization in educational contents, integrated approaching of history and geography and civics are emphasized.
Thirdly, the curriculum of social studies in 'Syllabus' excluded the ideological faction and was organized under the principle of general democracy and sweeping off Japanese education which were concurred by a large majority of Korean people. Accordingly, it is not pertinent and not grounded to insist that the social studies' curriculum in the era of Korea's nation building kept the character of partitive nationalism.
I draw out the followings as a conclusion on the backgrounds and characters of social studies' national curriculum in the era of nation building.
Firstly, both Korean people and America's Army Government did not cope with reconstruction of education under the long-term plan in the era of nation building. As a result, during the first 1 year all efforts are concentrated on restarting of school education, and the reconstruction of education is directed on the sweeping off Japanese education and the practice of democratic education. At that time, it was Korean educator that handle out or design the education policy and national curriculum.
Secondly, the essence of social studies is considered as understanding of social life which is just social phenomenon excluding value or ideology. Investigation methods a units, individual learning and co-operation learning are recommended as a teaching and learning methods of social studies. In related with curriculum of social studies, localization in educational contents, integrated approaching of history and geography and civics are emphasized.
Thirdly, the curriculum of social studies in 'Syllabus' excluded the ideological faction and was organized under the principle of general democracy and sweeping off Japanese education which were concurred by a large majority of Korean people. Accordingly, it is not pertinent and not grounded to insist that the social studies' curriculum in the era of Korea's nation building kept the character of partitive nationalism.
목차
1. 문제의식
2. 신국가건설기 교육과정의 배경
3. 신국가건설기 사회생활과 교육과정의 특징
4. 맺음말
Abstract
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