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
The hot debates on modern Konean history school textbook are currently on-going. For a long time, the state authorities and conservatives have realized their own politics with the suppression of facts rather than distolted accounts. Nowadays, however, they make their policy shown to the public that while openly arguing for their own accounts, they nationalize them as an official historiography. Faced with the policy, we say that it deserves critiques for official authorities to invalidate officially authorized history textbooks with no regard to educational ideas and procedural requirements.
Textbook debate may do harm to our community if the debate goes on wasting social potentials and energies. Nevertheless, the debate can pave the way to the democratization of our community insofar as it is concerned with the public memories on the past or the interpretations and commemorations of past. Even past tragedies can do good to our community insofar as the debates place affectionate trust in our community. With this hope, this study tries to find the way of utilizing the textbook-debate fruits to the Writing of 10th-grade history textbook following the Official Curriculum revised in February 2007.
The point this study makes is that we should write 10th-grade history textbook with the debates on modern Korean history in mind. This study suggests the followings for the job of Writing 10th-grade history textbook: firstly, we should include meta-discourses which can lead students to critical reading of textbook and moreover the important issues in modern Korean history and the debates on the history in the curriculum. Secondly, we should de-construct the old frame of national historiography and at the same time fashion the new frame and narrative which can articulate the trans-national, global and East-Asian histolies with the national histolies of North and South Koreans and of the Republic of Korea. Lastly, we should place more emphasis upon the development of inquiring-study textbook which makes good use of primary source book on modern Korean history, and upon the development of practical education, such as history-making, or field study in history class as in language class, art class, or gym class.
Textbook debate may do harm to our community if the debate goes on wasting social potentials and energies. Nevertheless, the debate can pave the way to the democratization of our community insofar as it is concerned with the public memories on the past or the interpretations and commemorations of past. Even past tragedies can do good to our community insofar as the debates place affectionate trust in our community. With this hope, this study tries to find the way of utilizing the textbook-debate fruits to the Writing of 10th-grade history textbook following the Official Curriculum revised in February 2007.
The point this study makes is that we should write 10th-grade history textbook with the debates on modern Korean history in mind. This study suggests the followings for the job of Writing 10th-grade history textbook: firstly, we should include meta-discourses which can lead students to critical reading of textbook and moreover the important issues in modern Korean history and the debates on the history in the curriculum. Secondly, we should de-construct the old frame of national historiography and at the same time fashion the new frame and narrative which can articulate the trans-national, global and East-Asian histolies with the national histolies of North and South Koreans and of the Republic of Korea. Lastly, we should place more emphasis upon the development of inquiring-study textbook which makes good use of primary source book on modern Korean history, and upon the development of practical education, such as history-making, or field study in history class as in language class, art class, or gym class.
#『한국근현대사』교과서 논쟁
#2007년 개정 교육과정
#낡은 국사의 틀 메타담론과 원사료를 활용한 역사교육
#작은역사가 만들기 교육
#The Debates on Modern Korean History School Textbook
#National Curriculum revised in February 2007
#The Old Frame of National Historiography
#The Historu Education in the Use of Meta-discourses and Historical Materials
#Little Historian the Education for Little Historian
목차
1. 머리말
2. 한국 근현대사 논쟁의 현황과 과제
3. 10학년 『역사』교육과정의 특성
4. 논쟁의 성과를 반영한 10학년 『역사』편찬
5. 맺음말
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
해방후 현대사 교육 내용 기준의 변천과 국사교과서 서술
역사학보
2010 .03
-
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
-
역사교과서 문제의 교재화와 학습자의 인식
역사와 세계
2009 .06
-
Problems in the Writing of Korean History Textbooks
Korea Journal
1998 .03
-
한국사 교과서 검정 파동의 원인과 과제
역사와현실
2014 .06
-
교수요목기 중등 역사 검정 교과서의 발행 상황과 목록화
역사교육
2019 .09
-
한국교과서의 문제와 전망 : 근현대사를 중심으로
한국사연구
2002 .03
-
역사전쟁을 성찰하며 - 정사(正史) · 정통성(正統性)론의 함정
역사비평
2019 .08
-
제1차 교육과정기 발행 『중등국사』 (역사교육연구회 엮음) 교과서의 특성과 의의
역사교육
2018 .06
-
국정 『국사』 교과서와 검정 『한국사』 교과서의 현대사 체계와 내용 분석
역사와현실
2014 .06
-
한ㆍ일 중학교 역사교과서의 근대사 서술 분석 : 한ㆍ일 관계를 중심으로
계명사학
2008 .11
-
[한국사] 한국근현대사에서의 국가권력과 역사서술
역사학보
2014 .12
-
10학년 〈역사〉 교육과정의 ‘비교’ 내용 구성 방향
역사와 세계
2009 .06
-
교육과정 大綱化와 고등학교『한국사』교과서 집필
역사교육
2011 .12
-
세계사 교육과정과 교과서의 중국근현대사 서술 구조 : 2009 교육과정과 교과서, 2015 교육과정을 중심으로
역사교육
2017 .06
-
중국 상하이 『역사』교과서 논쟁과 지식인 : 상하이 지역 고등학교 역사교과서의 변화
중국근현대사연구
2019 .03
-
민주적인 역사교육정책의 수립과 실천 방안
역사비평
2012 .05
-
중등 “역사”ㆍ고등 “한국사” 교과서 국정화에 대한 반론
역사와실학
2015 .11
-
『한국 근ㆍ현대사』 교과서에 실린 사료의 비교 분석과 제시 방안
역사교육
2008 .12
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0