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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第127輯
- 발행연도
- 2013.9
- 수록면
- 175 - 209 (35page)
- DOI
- 10.18622/kher.2013.09.127.175
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초록· 키워드
오류제보하기
With European Union expanded and consolidated, Germany is actively spearheading in European history research and education. In order to get a close look at how European history is taught in the classroom, asking questions like how the idea of Europe as a unitary community and European consciousness is introduced, how the viewpoint of Eurocentrism is handled in teaching European history and what kind of problems European history teaching has from the perspective of global history, this paper selected the state standards for history of Bayern, Berlin/Brandenburg, Sachsen and Nordrhein-Westfalen.
All four state standards include variety of contents pertinent to strengthening European integration and world historical understanding, but all to different degrees and in different ways. Berlin/Brandenburg approaches, corresponding to its location as the capital area of Germany, European history in context of a traditional political education. In comparison, Sachsen features contents related to East European and the f ormer East German history wherever i t can. Most aggressive in teaching a world-history-oriented European history is Bayern and Nordrhein-Westfalen, but with different nuance. Both states’ standards share the problem of Eurocentrism, but the former is more committed to hegemonical interests whereas the latter pursues more inclusive understanding of the One World based upon the methodology of cultural comparison.
All four state standards include variety of contents pertinent to strengthening European integration and world historical understanding, but all to different degrees and in different ways. Berlin/Brandenburg approaches, corresponding to its location as the capital area of Germany, European history in context of a traditional political education. In comparison, Sachsen features contents related to East European and the f ormer East German history wherever i t can. Most aggressive in teaching a world-history-oriented European history is Bayern and Nordrhein-Westfalen, but with different nuance. Both states’ standards share the problem of Eurocentrism, but the former is more committed to hegemonical interests whereas the latter pursues more inclusive understanding of the One World based upon the methodology of cultural comparison.
목차
1. 서론: 독일 역사교육의 유럽지향주의
2. 교수지침(Richtlinie)과 교수계획안(Lehrplane)
3. 바이에른 주의 김나지움 교수계획안 : 유럽중심주의에 기초한 국제적 현실인식의 함양
4. 베를린/브란덴부르크의 기본교수계획안(Rahmenlehrplan) : 독일사 중심의 민주주의 정치교육
5. 작센 주의 김나지움 교수계획안 : 탈락된 구동독사와 동유럽사의 복원
6. 노르트라인 베스트팔렌 주의 핵심교수계획안(Kernlehrplan) : 민족 중심의 정체성의 극복을 위하여
7. 결론
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UCI(KEPA) : I410-ECN-0101-2014-370-002842980