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커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The reformed version of high school Korean History text books, which was published on March 2006, was expected to complement the contents of the history text books from the 7th Educational Process.
We compared the reformed version Korean History text book with the text book that was used from 2002 till 2005. First, there is a confliction between periodization of history and the explanation of the contents that is related with the expansion of modern history. Second, the text book described history to strengthen territorial sovereignty and national consciousness to oppose the historical distortion by the countries around us. Third, we found several errors from the explanations of modern reformed movement, especially Gapsinjungbyun (甲申政變), the Tonghak peasants movement(東學農民運動), Kabo(甲午) reform. Forth, the explanation of immanent development theory, which was trying to systemize the development of history, was too vague that it made impossible to understand the latter period of Choseon. Fifth, the explanation of Korea’s modern history is focused on the Republic of Korea(大韓民國) and nationalism movements.
In conclusion, the reformed high school Korean History text book is difficult to understand the structure of modern history because it reorganized the contents in the system of korean classifiers. We need to reform the 2006 ‘reformed’ Korean History text book with a clear concept of korean classifiers and also with a clear principle about description of history.
We compared the reformed version Korean History text book with the text book that was used from 2002 till 2005. First, there is a confliction between periodization of history and the explanation of the contents that is related with the expansion of modern history. Second, the text book described history to strengthen territorial sovereignty and national consciousness to oppose the historical distortion by the countries around us. Third, we found several errors from the explanations of modern reformed movement, especially Gapsinjungbyun (甲申政變), the Tonghak peasants movement(東學農民運動), Kabo(甲午) reform. Forth, the explanation of immanent development theory, which was trying to systemize the development of history, was too vague that it made impossible to understand the latter period of Choseon. Fifth, the explanation of Korea’s modern history is focused on the Republic of Korea(大韓民國) and nationalism movements.
In conclusion, the reformed high school Korean History text book is difficult to understand the structure of modern history because it reorganized the contents in the system of korean classifiers. We need to reform the 2006 ‘reformed’ Korean History text book with a clear concept of korean classifiers and also with a clear principle about description of history.
목차
1. 머리말
2. ‘수정판’ 국사교과서의 근·현대사 편제와 시대 구분
3. 근대시기 텍스트의 서술 변화와 문제점
4. ‘수정판’ 국사교과서의 근대사 서술 담론
5. 맺음말
영어 초록
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UCI(KEPA) : I410-ECN-0101-2009-374-017333024