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
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This study set out to examine the mention of figures in elementary, middle and high school "Korean History" textbooks and discuss directions for improvement.
Chapter 2 provided statistics of the figures mentioned in elementary, middle and high school “Korean History" textbooks in diverse ways. The elementary school “Korean History" textbooks mentioned total 107 figures, most of whom came from Chosun or early modern days. The middle school "Korean History" textbooks mentioned total 439 figures, which were slightly fewer than 456 figures mentioned in the high school “Korean History" textbooks. However, they mentioned 40 more figures from early modern times than their high school counterparts. In the elementary, middle and high school “Korean History" textbooks, most of the mentioned figures were kings or politicians with a very low percentage of women, foreigners, and common people.
Chapter 3 specifically examined what figures were mentioned in the elementary, middle and high school "Korean History" textbooks. Total 80 figures were commonly mentioned in all the textbooks with some tendencies by the periods and categories. Accounting for more than 20%, kings, the royal family, politicians, loyal troops, and patriots who were devoted to the nation's independence were mentioned so much that the mention of scholars, literary figures, artists, religious figures, and women appeared considerably small in comparison. It was also investigated if there were criteria to select figures to be mentioned in the elementary, middle and high school "Korean History" textbooks. As a result, there were many figures who were mentioned in the middle school “Korean History" textbooks but not in the high school ones. Another tendency was also found with the mention of women in the textbooks. The number of women mentioned in the elementary, middle and high school "Korean History" textbooks was unbelievably small beyond comprehension. There were only 23 women mentioned in the “Korean History" textbooks, and all of them were queens or from the upper class except for Yun Hee-sun who was the female general of loyal troops and Yu Gwan-sun who was a patriot devoted to the nation's independence. Only five of them were actually mentioned in the main bodies of the textbooks.
The analysis results revealed the most fundamental finding, which is that there were no principles or criteria to consult when selecting and describing figures for elementary, middle, and high school “Korean History" textbooks. There are a couple of improvement measures proposed; first, the learned circles of history study should awake to the facts. There is a serious shortage of researches on Korean figures in history. It is only after enough researches on Korean figures in history are conduced that the selection and description of figures in "Korean History" will take better directions. Secondly, there should be a national research project on the basic policies and learning points for the selection of figures. Finally, it is also important to produce professional history teachers. History lessons provided by history teachers who have no previous proper training can hardly help the students form the right consciousness of history.
Given the long history of about 5,000 years, Korea is rich in monumental events and remarkable figures. While figures in history can be interpreted in many different ways, it is the definite truth that they are our common assets. One day our common Pantheon will hopefully rise above disruption and confrontation.
Chapter 2 provided statistics of the figures mentioned in elementary, middle and high school “Korean History" textbooks in diverse ways. The elementary school “Korean History" textbooks mentioned total 107 figures, most of whom came from Chosun or early modern days. The middle school "Korean History" textbooks mentioned total 439 figures, which were slightly fewer than 456 figures mentioned in the high school “Korean History" textbooks. However, they mentioned 40 more figures from early modern times than their high school counterparts. In the elementary, middle and high school “Korean History" textbooks, most of the mentioned figures were kings or politicians with a very low percentage of women, foreigners, and common people.
Chapter 3 specifically examined what figures were mentioned in the elementary, middle and high school "Korean History" textbooks. Total 80 figures were commonly mentioned in all the textbooks with some tendencies by the periods and categories. Accounting for more than 20%, kings, the royal family, politicians, loyal troops, and patriots who were devoted to the nation's independence were mentioned so much that the mention of scholars, literary figures, artists, religious figures, and women appeared considerably small in comparison. It was also investigated if there were criteria to select figures to be mentioned in the elementary, middle and high school "Korean History" textbooks. As a result, there were many figures who were mentioned in the middle school “Korean History" textbooks but not in the high school ones. Another tendency was also found with the mention of women in the textbooks. The number of women mentioned in the elementary, middle and high school "Korean History" textbooks was unbelievably small beyond comprehension. There were only 23 women mentioned in the “Korean History" textbooks, and all of them were queens or from the upper class except for Yun Hee-sun who was the female general of loyal troops and Yu Gwan-sun who was a patriot devoted to the nation's independence. Only five of them were actually mentioned in the main bodies of the textbooks.
The analysis results revealed the most fundamental finding, which is that there were no principles or criteria to consult when selecting and describing figures for elementary, middle, and high school “Korean History" textbooks. There are a couple of improvement measures proposed; first, the learned circles of history study should awake to the facts. There is a serious shortage of researches on Korean figures in history. It is only after enough researches on Korean figures in history are conduced that the selection and description of figures in "Korean History" will take better directions. Secondly, there should be a national research project on the basic policies and learning points for the selection of figures. Finally, it is also important to produce professional history teachers. History lessons provided by history teachers who have no previous proper training can hardly help the students form the right consciousness of history.
Given the long history of about 5,000 years, Korea is rich in monumental events and remarkable figures. While figures in history can be interpreted in many different ways, it is the definite truth that they are our common assets. One day our common Pantheon will hopefully rise above disruption and confrontation.
목차
1. 머리말
2. 『국사』교과서에 기재된 인물들
3. 시기별ㆍ분류별 인물 분석
4. 맺음말 - 문제점과 개선 방향
〈Abstract〉
참고문헌 (1)
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UCI(KEPA) : I410-ECN-0101-2010-911-002713758