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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Korean History is learned three or four times in the elementary, middle, high school and the university. and the level and the system of contents have to be different to realize the expected result by the each stage of the school, Therefore the sequencing and the systematization of Korean History is raised to be important. The sequencing of Korean History was a pending question each curriculum revision. Particularly in the middle and the high school, to secure the sequence was the immediate problem. This essay aims to study how the sequencing in the education of Korean History was groped. and to propose new kinds of sequencing. The sequencing in education of Korean History is to be considered in the sphere of the level of words. target, assessment, teaching-learning method. but in this essay it is-restricted to the matters of contents.
From the time of the first curriculum the political history was emphasized in the middle school, and the cultural history in the high school. But in the time of the second curriculum the sequencing was gone back. In the third curriculum the Korean History is separated from the social studies. and it is to be learned in the elementary, middle, high school and the university. The matters of the sequencing is raised to be an immediate problem. In the middle school the political history was emphasized, and in the high school the social and economic history was emphasized. Thereafter this mode of sequencing is continued undergoing some revision. In the time of the 6th curriculum, the local history was emphasized in the middle school. and in the high school the universality of the world history was emphasized. In the 7th curriculum, the formation of the Korean History between the middle and the high school differs greatly. Till now the effort of inquiring the sequence was offered. but the much part of concrete contents was repeated. Therefore the effort of inquiring the sequence is not recognized highly.
The sequencing of Korean history is to be considered in several phases. In the matters of the sequencing the important and essential way is the sequencing of the contents. In this essay I propose the five ways of the sequence : the way to educate according to the period with the middle and the high school together, the way to distinguish the subjects and the aspects. the way to increase the width and the depth of contents, the way to increase the contents and writing method, and the way to educate in relation to the world history.
The various proposals to secure the sequencing are important, and the textbook according to the various ways is to be developed, to be experimented in the real school, and to be amended. Both teachers and researchers are to perform the revision of the sequencing continuously for the long run.
From the time of the first curriculum the political history was emphasized in the middle school, and the cultural history in the high school. But in the time of the second curriculum the sequencing was gone back. In the third curriculum the Korean History is separated from the social studies. and it is to be learned in the elementary, middle, high school and the university. The matters of the sequencing is raised to be an immediate problem. In the middle school the political history was emphasized, and in the high school the social and economic history was emphasized. Thereafter this mode of sequencing is continued undergoing some revision. In the time of the 6th curriculum, the local history was emphasized in the middle school. and in the high school the universality of the world history was emphasized. In the 7th curriculum, the formation of the Korean History between the middle and the high school differs greatly. Till now the effort of inquiring the sequence was offered. but the much part of concrete contents was repeated. Therefore the effort of inquiring the sequence is not recognized highly.
The sequencing of Korean history is to be considered in several phases. In the matters of the sequencing the important and essential way is the sequencing of the contents. In this essay I propose the five ways of the sequence : the way to educate according to the period with the middle and the high school together, the way to distinguish the subjects and the aspects. the way to increase the width and the depth of contents, the way to increase the contents and writing method, and the way to educate in relation to the world history.
The various proposals to secure the sequencing are important, and the textbook according to the various ways is to be developed, to be experimented in the real school, and to be amended. Both teachers and researchers are to perform the revision of the sequencing continuously for the long run.
목차
1. 서언
2. 계열화의 변천
3. 계열화의 새로운 모색
4. 결어
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-374-015487318