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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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〈East Asian History〉 has been recently selected as an optional history subject of the high school syllabus in the Revised National Curriculum 2007. Therefore, two types of textbooks for 〈East Asian History〉 have been used in high school education from 2012. But the Revised National Curriculum 2007 was revised again in 2011, and the new writing standards in 〈East Asian History〉 textbooks were announced in 2012.
This paper analyzes the organization and the description methodology of pre-modern history in two textbooks for 〈East Asian History〉. The review of the descriptive methodology of 〈East Asian History〉 textbooks progressed in three aspects: first, regarding East Asia’s regional boundaries and its natural environments; second, regarding the relationship between East Asia’s regional varieties and its characteristic aspects in its regional world; and third, regarding the descriptive methodology of China-centered views in 〈East Asian History〉. Also, this paper will make clear the purport and points about the organization and the alteration of the Revised Curriculum 2011 in 〈East Asian History〉 textbooks.
In academic circles of historical studies, there is no common consensus regardingthe descriptive methodology in 〈East Asian History〉 textbooks. For writing better contents for an East Asian history textbook, continued concern and efforts to develop the circumstances of producing textbooks are required.
This paper analyzes the organization and the description methodology of pre-modern history in two textbooks for 〈East Asian History〉. The review of the descriptive methodology of 〈East Asian History〉 textbooks progressed in three aspects: first, regarding East Asia’s regional boundaries and its natural environments; second, regarding the relationship between East Asia’s regional varieties and its characteristic aspects in its regional world; and third, regarding the descriptive methodology of China-centered views in 〈East Asian History〉. Also, this paper will make clear the purport and points about the organization and the alteration of the Revised Curriculum 2011 in 〈East Asian History〉 textbooks.
In academic circles of historical studies, there is no common consensus regardingthe descriptive methodology in 〈East Asian History〉 textbooks. For writing better contents for an East Asian history textbook, continued concern and efforts to develop the circumstances of producing textbooks are required.
목차
Ⅰ. 머리말
Ⅱ. 〈동아시아사〉 기술 내용에 대한 검토
Ⅲ. 개정 교육과정에 따른 〈동아시아사〉 기술 방안
Ⅳ. 맺음말을 대신하여
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[ABSTRACT]
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UCI(KEPA) : I410-ECN-0101-2014-910-003261023