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 history textbooks based on the 7th curriculum have been made bigger in size and tidier in style compared to the textbooks following the 6th curriculum, and basically the materials have been colored so that it can enhance the effectiveness of the visual materials. The textbooks include the data which have been found newly and the pictures which introduce the data, and it makes it possible for students to study deeply because there are the new categories such as: Study aid, Reading materials, and Further study.
When it comes to the content of the prehistoric age and the formation of a country, however, there is hardly any difference between the 6th textbooks and the 7th textbooks. There are a lot of changes in the history textbooks used in high schools, especially the part, after the period of the Three States, has been written in a way of classification. On the other hand, considering the prehistoric age and the formation of a country, because there is no big change in terms of the writers and a form of description, neither is the content. Therefore, a lot of problems raised when the 5th and the 6th textbooks authorized by the state published are still showed in the 7th textbooks, For instance, it states that the Paleolithic Age started about 700 thousand years ago, it admits that the legend of Tan-gun is the birth myth of Ko-Josun, and Ko-Josun occupied the whole of Man-ju and the northern area of Korea peninsula in the Bronze Age.
On the whole, as there is a difference between the curriculum of secondary schools and that of high schools, the contents and the levels are different. However, considering these aspects, the books used in secondary schools show accomplishment as a text: the main contents and editing of the illustrated materials in the textbook used in a secondary school outweigh the one used in a high school. As the quantity of the content is so limited that it doesn't need to refer the controversial topics, it is well-organized about the issues compared to the textbook used in a high school. Of course, there is no remarkable difference between the two in terms of the contents and a point of view.
The reason why the textbooks following the 7th curriculum have not been changed in terms of a way of statement is not because of a lack of time or of description reflecting the writer's opinion, but because of external factors: the writers may have considered too much about the thoughts of the historians out of office. However, it is the textbooks that students read and learn most, so the writers must carefully describe the textbooks as achievement of studying with expressing their opinions. Above all, it is necessary that the controversial part of the history - the formation of a county, that is, Tan-gun and the history of Ko-Josun-should be rewritten rationally without assertions of the historians out of office. As concerning a point of view of the historians out of office carelessly, there are quite a lot of inconsistent statements in the text.
Describing a fact, which is still controversial between the scholars, it is necessary to introduce the thoughts and pull them together in a form of 'Study aid'. As it is likely for students to be uninterested in the textbook because of a dry style and to cover the text superficially, it is essential to approach the contents based on the subjects or the eras.
As the textbooks are the most important materials, it is important to include the contents which can help the students to develop their historical imaginations and to raise a sense of judgement in the textbook. It might be a good idea to increase the amount of 'studying material' and 'learning exercise' like a separate volume of Social Studies-Inquiry of Social Studies. It should include the contents which can help the students experience indirectly and undergo empathy so that they can think of history as their lives. This respect should be considered whether the history textbook is published by the state or by official approval or free publication.
When it comes to the content of the prehistoric age and the formation of a country, however, there is hardly any difference between the 6th textbooks and the 7th textbooks. There are a lot of changes in the history textbooks used in high schools, especially the part, after the period of the Three States, has been written in a way of classification. On the other hand, considering the prehistoric age and the formation of a country, because there is no big change in terms of the writers and a form of description, neither is the content. Therefore, a lot of problems raised when the 5th and the 6th textbooks authorized by the state published are still showed in the 7th textbooks, For instance, it states that the Paleolithic Age started about 700 thousand years ago, it admits that the legend of Tan-gun is the birth myth of Ko-Josun, and Ko-Josun occupied the whole of Man-ju and the northern area of Korea peninsula in the Bronze Age.
On the whole, as there is a difference between the curriculum of secondary schools and that of high schools, the contents and the levels are different. However, considering these aspects, the books used in secondary schools show accomplishment as a text: the main contents and editing of the illustrated materials in the textbook used in a secondary school outweigh the one used in a high school. As the quantity of the content is so limited that it doesn't need to refer the controversial topics, it is well-organized about the issues compared to the textbook used in a high school. Of course, there is no remarkable difference between the two in terms of the contents and a point of view.
The reason why the textbooks following the 7th curriculum have not been changed in terms of a way of statement is not because of a lack of time or of description reflecting the writer's opinion, but because of external factors: the writers may have considered too much about the thoughts of the historians out of office. However, it is the textbooks that students read and learn most, so the writers must carefully describe the textbooks as achievement of studying with expressing their opinions. Above all, it is necessary that the controversial part of the history - the formation of a county, that is, Tan-gun and the history of Ko-Josun-should be rewritten rationally without assertions of the historians out of office. As concerning a point of view of the historians out of office carelessly, there are quite a lot of inconsistent statements in the text.
Describing a fact, which is still controversial between the scholars, it is necessary to introduce the thoughts and pull them together in a form of 'Study aid'. As it is likely for students to be uninterested in the textbook because of a dry style and to cover the text superficially, it is essential to approach the contents based on the subjects or the eras.
As the textbooks are the most important materials, it is important to include the contents which can help the students to develop their historical imaginations and to raise a sense of judgement in the textbook. It might be a good idea to increase the amount of 'studying material' and 'learning exercise' like a separate volume of Social Studies-Inquiry of Social Studies. It should include the contents which can help the students experience indirectly and undergo empathy so that they can think of history as their lives. This respect should be considered whether the history textbook is published by the state or by official approval or free publication.
목차
Ⅰ. 머리말
Ⅱ. 학습자료 분석
Ⅲ. 선사 및 국가형성 서술에 대한 제언
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-911-014535172