지원사업
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
Although many people simply regard the textbook as one of the many reference books, it is an important study tool of the public education which was skillfully designed by the Korean education authority ; All chapters of the textbook has a certain process and degree to achieve educational goals suggested by the authority. Moreover the textbook is an essential reference book for the college entrance exam The students who consider taking the entrance exam cannot ignore the textbook This textbook has been revised by the educational authority several times and is going to face the eighth revision so soon. This research deals with the high school history textbook and compares the sixth and seventh revision. Corning eighth revision has special meaning in the history education because it should confront the East Asian History Project of China I expect this research becomes groundwork of the eighth revision of the history textbook.
The major change from the sixth to the seventh revision in the history textbook is change of its structure. While the sixth revision categorized chapters by chronicle, the seventh limits the chronicle explanation and categorizes its chapters by themes : politics, society, economy, and culture. Not only categorizing, the seventh revision includes several materials for students' self-study. The seventh revision increased its volume to enrich further study section at the end of the small chapters and enriched illustrations, maps, primary sources, and glossary, These changes look positive to fulfill students who want diverse explanations and to improve students' understanding.
In terms of the contents, the seventh revision eliminated uncertain facts of the Koryo politics and changed its position on the merchant activities, however, the history teachers, does not feel the major change from the seventh revision at their class. Moreover, the teachers express their complaints on the seventh revision.
According to them, they have to struggle with increased volume of the textbook in the decreased class time and new explanation by theme causes confusion at the class. Therefore some teachers confess that they use both the sixth and seventh textbook at their work These things should be corrected at the eighth revision, and this research suggests five things for the next revision.
First, surplus and overlapped explanations should be eliminated. Especially, the parts of the political and cultural history have too much explanation Second, the next textbook must include more diverse themes and give more discretion to the teachers. Third, dividing modern history and contemporary history should be change because it disturbs students to understand a big picture of whole Korean history. Forth, uncertain facts must be removed. Fifth, the explanation way of the textbook should intrigue students' interests.
The major change from the sixth to the seventh revision in the history textbook is change of its structure. While the sixth revision categorized chapters by chronicle, the seventh limits the chronicle explanation and categorizes its chapters by themes : politics, society, economy, and culture. Not only categorizing, the seventh revision includes several materials for students' self-study. The seventh revision increased its volume to enrich further study section at the end of the small chapters and enriched illustrations, maps, primary sources, and glossary, These changes look positive to fulfill students who want diverse explanations and to improve students' understanding.
In terms of the contents, the seventh revision eliminated uncertain facts of the Koryo politics and changed its position on the merchant activities, however, the history teachers, does not feel the major change from the seventh revision at their class. Moreover, the teachers express their complaints on the seventh revision.
According to them, they have to struggle with increased volume of the textbook in the decreased class time and new explanation by theme causes confusion at the class. Therefore some teachers confess that they use both the sixth and seventh textbook at their work These things should be corrected at the eighth revision, and this research suggests five things for the next revision.
First, surplus and overlapped explanations should be eliminated. Especially, the parts of the political and cultural history have too much explanation Second, the next textbook must include more diverse themes and give more discretion to the teachers. Third, dividing modern history and contemporary history should be change because it disturbs students to understand a big picture of whole Korean history. Forth, uncertain facts must be removed. Fifth, the explanation way of the textbook should intrigue students' interests.
목차
Ⅰ. 머리말
Ⅱ. 제6차ㆍ제7차 교육과정에서의 국사 교육 비교
Ⅲ. 6차ㆍ7차 교육과정 국사 교과서의 고려시대 부분 비교 분석
Ⅳ. 맺음말
Abstract
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
역사교과서 문제의 교재화와 학습자의 인식
역사와 세계
2009 .06
-
제 7차 교육과정 高等學校 國史敎科書의 내용 분석
역사교육
2002 .12
-
〈한국근ㆍ현대사〉 교과서 파동의 전말과 쟁점
역사와 세계
2009 .06
-
교수요목기 중등 역사 검정 교과서의 발행 상황과 목록화
역사교육
2019 .09
-
『한국 근ㆍ현대사』 교과서에 실린 사료의 비교 분석과 제시 방안
역사교육
2008 .12
-
국정 『국사』 교과서와 검정 『한국사』 교과서의 현대사 체계와 내용 분석
역사와현실
2014 .06
-
한국사 교과서 검정 파동의 원인과 과제
역사와현실
2014 .06
-
國史敎科書 編纂의 問題點과 改善方向
역사교육
2000 .12
-
고등학교 ‘한국사’ 교과서 사료 활용 방식의 특징과 문제점
역사교육
2015 .12
-
Problems in the Writing of Korean History Textbooks
Korea Journal
1998 .03
-
해방후 현대사 교육 내용 기준의 변천과 국사교과서 서술
역사학보
2010 .03
-
중국 상하이 『역사』교과서 논쟁과 지식인 : 상하이 지역 고등학교 역사교과서의 변화
중국근현대사연구
2019 .03
-
교육과정 大綱化와 고등학교『한국사』교과서 집필
역사교육
2011 .12
-
역사 교과서 집필진의 고려시대 교과서 서사 인식과 서술 방향
역사교육
2019 .03
-
국사교과서 국정제도의 검토
역사교육
2004 .09
-
중국 초등학교 어문 교과서의 체제와 내용 분석
국어교육연구
2015 .10
-
한국교과서의 문제와 전망 : 근현대사를 중심으로
한국사연구
2002 .03
-
스페인 역사 교과서의 수정과 국민적 화해
역사비평
2014 .08
-
한ㆍ일 중학교 역사교과서의 근대사 서술 분석 : 한ㆍ일 관계를 중심으로
계명사학
2008 .11
-
국어 교과서 검정제에 관한 실태 분석과 도입의 방향 탐색
이중언어학
2005 .01
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0