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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第127輯
- 발행연도
- 2013.9
- 수록면
- 25 - 63 (39page)
- DOI
- 10.18622/kher.2013.09.127.25
이용수
초록· 키워드
오류제보하기
This study focuses on the policy network of Korean history education with the premise which has to point to governance.
The major findings of this study were followed: At first, the periods can be classified as the formative period(the mid-1990s), the expanded one(the early-2000s), the pluralistic one(the mid 2000s), the cracking one(the last 2000s~now).
In the formative period, it has begun to overcome the single structure of government lead and the academic request started to be reflected into government policy. After that, the history discord caused the re-structuralization of Korean history education by self-reflection and international networking of history education.
While 2007 educational curriculum reform was proceeding, network was pluralismized and various duer groups found balance and coexisting. The key point is that the development psychological request which has not been so much important went up to a center axis of argument and led the vigorous debate and the self-controlled participation system on the base of pluralised policy network.
But recently the conservative political views make history education policy retrograde into controlled participation system. Various opinions for history education block off by monopolization of history education policy.
The major findings of this study were followed: At first, the periods can be classified as the formative period(the mid-1990s), the expanded one(the early-2000s), the pluralistic one(the mid 2000s), the cracking one(the last 2000s~now).
In the formative period, it has begun to overcome the single structure of government lead and the academic request started to be reflected into government policy. After that, the history discord caused the re-structuralization of Korean history education by self-reflection and international networking of history education.
While 2007 educational curriculum reform was proceeding, network was pluralismized and various duer groups found balance and coexisting. The key point is that the development psychological request which has not been so much important went up to a center axis of argument and led the vigorous debate and the self-controlled participation system on the base of pluralised policy network.
But recently the conservative political views make history education policy retrograde into controlled participation system. Various opinions for history education block off by monopolization of history education policy.
목차
1. 머리말
2. 역사교육 정책 네트워크의 이론적 탐색
3. 정책 네트워크의 양상 변화와 특징
4. 결론에 대신하여
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UCI(KEPA) : I410-ECN-0101-2014-370-002842940