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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第169輯
- 발행연도
- 2024.3
- 수록면
- 223 - 255 (33page)
- DOI
- 10.18622/kher.2024.03.169.223
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초록· 키워드
오류제보하기
This article compares the nation-centrism of current elementary history textbooks in Korea and Japan and explores ways to relieve it. Using the increasing nation-centrism of Japanese textbooks as a mirror, this article examines the nation-centrism of the newest Korean textbooks and suggests ways to overcome it by linking aspects of curriculum, textbooks, and teaching and learning.
The nation-centrism in Korean and Japanese elementary history textbooks is mainly found in the narratives of invasion and resistance, exchange and migration. The contrast between foreign invasions and national resistance was sharply drawn, and national invasions and foreign resistance were downplayed or obscured. Interaction and migration was interpreted in selective attention, or used to support the relative superiority of their own culture.
In order to relieve this nationalism, it is necessary to complement the curriculum that is composed of a national history-oriented system. In addition, it is necessary to produce textbooks that reflect the trend of multiculturalism and globalization. In teaching and learning, it is also important to provide learners with experiences that allow them to understand history from a variety of perspectives.
The nation-centrism in Korean and Japanese elementary history textbooks is mainly found in the narratives of invasion and resistance, exchange and migration. The contrast between foreign invasions and national resistance was sharply drawn, and national invasions and foreign resistance were downplayed or obscured. Interaction and migration was interpreted in selective attention, or used to support the relative superiority of their own culture.
In order to relieve this nationalism, it is necessary to complement the curriculum that is composed of a national history-oriented system. In addition, it is necessary to produce textbooks that reflect the trend of multiculturalism and globalization. In teaching and learning, it is also important to provide learners with experiences that allow them to understand history from a variety of perspectives.
목차
1. 序言
2. 침략과 저항의 이분법적 대비
3. 교류와 이동의 선택적 주의
4. 자국 중심성의 해소 방향: 교육과정, 교과서, 교수·학습의 측면
5. 結語
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