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
Since the 2007 curriculum, the middle school began to offer a course called History, which teaches Korean history and world history altogether. History educators have suggested for a long time that Korean history and world history should be taught in an interconnected fashion. However, the discussions on the conceptual frameworks to interconnect Korean history and world history just began. To examine possible conceptual frameworks for the History course, this article explores how History can be structured in three approaches: the collective memory approach, the disciplinary approach, and the postmodern approach and what should be deliberated on in adopting each of the approaches. This article also categorizes the collective approach into four approaches in terms of how Korean history and world history can be interconnected: Korean centered approach, world history centered approach and multicultural or pluralistic approaches and independent accounts of Korean history and world history together with partial adoption of interconnectedness as an organizing themes. It also attempts to discuss on what kind of strategies each of the collective memory approaches can use to interconnect diverse historical groups’ voices.
#중학교 역사
#교육과정
#내용 선정과 구성
#한국사
#세계사
#집단 기억 접근법
#학문적 접근법
#포스트모던 접근법
#내러티브
#지구화
#내용 구성의 개념적 틀
#Middle School History
#History Curriculum
#Content Selection and Organization
#Korean History
#World History
#Collective Memory Approach
#Disciplinary Approach
#Postmodern Approach
#Narrative
#Globalization
#Conceptual Frameworks for Structuring Content
목차
1. 머리말
2. 교육과정상의 역사 과목의 성격과 역사 과목 구성 방안
3. 집단 기억 접근법에 기초한 한국사 세계사 연계 방안의 가능성과 문제
4. 학문적 접근법과 포스트모던 접근법
5. 맺음말
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UCI(KEPA) : I410-ECN-0101-2013-374-001386925