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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Silhak has been significantly dealt with in the textbook of East Asian History. This study was intended to identify how ‘Silhak’ was suggested in the 2011 Revised National Curriculum course of study and how the suggestion was realized in the textbook of East Asian History.
Many scholars of academia claim that the Silhak should not be interpreted from the view point of Anti-Neo-Confucianism nor Anti-feudal. Rather, Silhak should be discussed Neo-Confucianism. These scholars also claim that Silhak must not be considered as the scholars, academic traditions of out of power or one of the commercial-centered academic traditions and agriculture-centered academic traditions.
This paper analyzes the East Asian History textbook of 2011 Revised National Curriculum. There were several issues in the structure of description and contents in the textbook of Sinhak. Describing too much content on the limited space of textbook, it only lists the rough facts and specifies Silhak as a reformism based on the agriculture and commerce(industry) resticting an understanding of Silhak by students. In addition, dividing the struture of Silhak was confused the understanding of student.
In order to solve such issues, it is needed to re-examine a scope and degree of the Silhak covered in the East Asian textbook. In addition, it is also recommended to suggest a case of various academic propensity and characteristics of them.
This paper just points out the faults of the textbook from the research achievement of History Academia. I hope this paper could be a stepping stone for improving the context of Silhak in the middle social studies textbook reflecting the research achievement of History Academia.
Many scholars of academia claim that the Silhak should not be interpreted from the view point of Anti-Neo-Confucianism nor Anti-feudal. Rather, Silhak should be discussed Neo-Confucianism. These scholars also claim that Silhak must not be considered as the scholars, academic traditions of out of power or one of the commercial-centered academic traditions and agriculture-centered academic traditions.
This paper analyzes the East Asian History textbook of 2011 Revised National Curriculum. There were several issues in the structure of description and contents in the textbook of Sinhak. Describing too much content on the limited space of textbook, it only lists the rough facts and specifies Silhak as a reformism based on the agriculture and commerce(industry) resticting an understanding of Silhak by students. In addition, dividing the struture of Silhak was confused the understanding of student.
In order to solve such issues, it is needed to re-examine a scope and degree of the Silhak covered in the East Asian textbook. In addition, it is also recommended to suggest a case of various academic propensity and characteristics of them.
This paper just points out the faults of the textbook from the research achievement of History Academia. I hope this paper could be a stepping stone for improving the context of Silhak in the middle social studies textbook reflecting the research achievement of History Academia.
목차
Ⅰ. 머리말
Ⅱ. 교육과정의 개편 과정과 ‘실학’ 부분의 교육과정 내용 분석
Ⅲ. 교과서의 ‘실학’ 서술 내용 분석
Ⅳ. 맺음말
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UCI(KEPA) : I410-ECN-0101-2016-911-001246176