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초록· 키워드
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It is often noted that the content of Korean history as a school subject, especially Contemporary Korean history, has been under the strong in-fluence of the political cause put forward by the state. The highly centralized system of textbook development made the government's control over the content selection of history textbooks possible.
It is not until the 1980s that the importance of teaching Contemporary Korean history came to the fore. This can be attributed to the development of research on Contemporary Korean history. A growing interest in Contemporary Korean history has created a sphere for debates on the way a narrative of the national past in Modem and Contemporary Korean history textbooks is presented.
This paper set out to examine some characteristics of an official guideline for the state-authorized history textbooks. The control over the way a textbook is written has been implemented by a range of standards and criteria for textbook authors, who are commissioned by private publishers.
Unlike the government-published Korean history textbook in the past, the state-authorized history textbooks can be easily exposed to criticism for their treatment of a particular event that is in conflict with the official guideline. While the recent change towards textbook pluralism was welcomed by history teachers and researchers in history education, there has been a tension between a strong and long-standing belief in the need for an authoritatively 'correct' version of history and the emergence of several 'approved' textbooks.
It is thorough this guideline that the government attempts to control over the content of history textbooks. What is at issue here is that historical knowledge itself is historical, open to a renewal of interpretation. Therefore, future directions for the guideline for textbook development need to be addressed not in terms of control based on prescriptive regulations but in terms of a wider consensus based on educational concerns, which can form part of national standard for history education.
It is not until the 1980s that the importance of teaching Contemporary Korean history came to the fore. This can be attributed to the development of research on Contemporary Korean history. A growing interest in Contemporary Korean history has created a sphere for debates on the way a narrative of the national past in Modem and Contemporary Korean history textbooks is presented.
This paper set out to examine some characteristics of an official guideline for the state-authorized history textbooks. The control over the way a textbook is written has been implemented by a range of standards and criteria for textbook authors, who are commissioned by private publishers.
Unlike the government-published Korean history textbook in the past, the state-authorized history textbooks can be easily exposed to criticism for their treatment of a particular event that is in conflict with the official guideline. While the recent change towards textbook pluralism was welcomed by history teachers and researchers in history education, there has been a tension between a strong and long-standing belief in the need for an authoritatively 'correct' version of history and the emergence of several 'approved' textbooks.
It is thorough this guideline that the government attempts to control over the content of history textbooks. What is at issue here is that historical knowledge itself is historical, open to a renewal of interpretation. Therefore, future directions for the guideline for textbook development need to be addressed not in terms of control based on prescriptive regulations but in terms of a wider consensus based on educational concerns, which can form part of national standard for history education.
목차
Ⅰ. 서언
Ⅱ. 현대사 교육 내용에 대한 ‘집필 지침’의 변천과 쟁점화
Ⅲ. 주제별 현대사 내용 서술의 기준 변천과 국사교과서 서술
Ⅳ. 결어
[참고문헌]
[Abstract]
참고문헌 (47)
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UCI(KEPA) : I410-ECN-0101-2010-911-002883379