고등학교 음악 교과서 민요에 관한 연구 -제5․6․7차 교육과정을 중심으로-

정미영 한국민요학회 2009 한국민요학 Vol.25 No.-

One of the direction and emphasis in 2007 revised music curriculum is ‘the qualitative raising of Korean music education.’ Thus it is desirable to investigate how Korean music has been presented in music textbooks and to look for implications on how it should be. The purpose of this study is to investigate Korean folk songs in music textbooks for high school and the results are as follows. Learning factors revealing characteristics of Korean music have been increasing throughout the 5th․6th․7th curriculum but most of them are presented in the part of Western music. Most of the Korean folk songs in textbooks are about Gyeonggi-do and popular folk song. For Jangdan, ‘Gutgeori and Semachi Jangdan’ is common. In the 5th and 6th curriculum, there is a song written by more than two Jangdan. That is the one that is arranged. Also there appeared a lot of problems when Jangdan is replaced by meter. That is, instead of showing the structure of Jangdan, a song is interpreted through the Western system of meter or divided by bar. In the 7th curriculum, songs and Jangdan is mostly matched. In addition, throughout the curriculums, staff notation is mainly notated and Jeongganbo is secondary for instrumental activities. The form of singing music is arranged into a chorus in the fifth and 6th curriculum and a single melody in the 7th curriculum. In the learning activities and consolidation, Bagyeon waterfall is investigated in terms of rhythm and melody. For rhythm, clapping rhymes and syncopation are mainly used, and other terms of Western music like tie or accent. For Jangdan, it is pointed out that se of Jangdan is marked at beat and ‘the change of se’ which matches with musical piece is stressed out. Melody is examined with musical note. Throughout the 5th and 6th curriculum, a collection of Korean art song is contained. In the 7th curriculum, except one publisher, standard musical note is collected. However, as a result of comparing melody, musical note in the collection of Korean art song is similar to one in the standard musical note. Most of melody is related to scale and its constituent sounds different are different in spite of analysing the same musical note. Also when explaining Gyeonggi-do folk song by dividing gyemyeonjo and pyeongjo. Although much has been improved in the seventh curriculum, Korean folk song is still presented using the system of Western music. From now on, Korean folk song should be presented along with Korean music language. Also systematic research and discussion needs to be done. One of the direction and emphasis in 2007 revised music curriculum is ‘the qualitative raising of Korean music education.’ Thus it is desirable to investigate how Korean music has been presented in music textbooks and to look for implications on how it should be. The purpose of this study is to investigate Korean folk songs in music textbooks for high school and the results are as follows. Learning factors revealing characteristics of Korean music have been increasing throughout the 5th․6th․7th curriculum but most of them are presented in the part of Western music. Most of the Korean folk songs in textbooks are about Gyeonggi-do and popular folk song. For Jangdan, ‘Gutgeori and Semachi Jangdan’ is common. In the 5th and 6th curriculum, there is a song written by more than two Jangdan. That is the one that is arranged. Also there appeared a lot of problems when Jangdan is replaced by meter. That is, instead of showing the structure of Jangdan, a song is interpreted through the Western system of meter or divided by bar. In the 7th curriculum, songs and Jangdan is mostly matched. In addition, throughout the curriculums, staff notation is mainly notated and Jeongganbo is secondary for instrumental activities. The form of singing music is arranged into a chorus in the fifth and 6th curriculum and a single melody in the 7th curriculum. In the learning activities and consolidation, Bagyeon waterfall is investigated in terms of rhythm and melody. For rhythm, clapping rhymes and syncopation are mainly used, and other terms of Western music like tie or accent. For Jangdan, it is pointed out that se of Jangdan is marked at beat and ‘the change of se’ which matches with musical piece is stressed out. Melody is examined with musical note. Throughout the 5th and 6th curriculum, a collection of Korean art song is contained. In the 7th curriculum, except one publisher, standard musical note is collected. However, as a result of comparing melody, musical note in the collection of Korean art song is similar to one in the standard musical note. Most of melody is related to scale and its constituent sounds different are different in spite of analysing the same musical note. Also when explaining Gyeonggi-do folk song by dividing gyemyeonjo and pyeongjo. Although much has been improved in the seventh curriculum, Korean folk song is still presented using the system of Western music. From now on, Korean folk song should be presented along with Korean music language. Also systematic research and discussion needs to be done.

改定 敎育課程 ‘漢文’의 現場 適用 方案 硏究

원용석 한국한자한문교육학회 2010 漢字 漢文敎育 Vol.24 No.-

The core of the state of affairs of school lesson is always on 'what and how to teach?' and the curriculum must satisfy this. Since the foundation of the 7th revised curriculum on Sino-Korean subject is different from that of the 7th curriculum, the school field is in a situation of having to accept many changes. In this context, it can be said that 'what' is the 'Sino-Korean' that is the major area of Sino-Korean curriculum and 'how' is the 'a secondary school field application'. The revised curriculum changed into the major area system of 'Sino-Korean & Sino-Korean knowledge'. Accordingly, the possibility in the aspect of linguistics was examined first for the school field application for only the 'Sino-Korean' except for the major area of 'Sino-Korean knowledge' in the revised curriculum. The major area of 'Sino-Korean' in the revised curriculum has been categorized and structured into the three mid areas of 'reading', 'comprehension' and 'culture', and the contents according to each mid area have been presented. In addition, the contents according to the middle school years have been presented. Such contents are in fact a presentation of a series of courses that progress to 'understanding' from 'reading' and to 'culture' from 'understanding'. This is a literary embellishment course that must be dealt with in the Sino-Korean curriculum through which the 'cultivation of Sino-Korean skill' is being sought. Therefore, the 'contents system' and contents' of the revised curriculum 'Sino-Korean' were examined, analyzed and schematized to understand their implicit flow. As a result, it was revealed that there is a literary embellishment process of 'reading out aloud → punctuation → correct interpretation → understanding of contents and subject → understanding and appreciation of special expression methods'. In addition, actual 'sentences' were applied to this and the process of literary embellishment flow was traced in order to integrate the intend of revised curriculum which is the 'cultivation of Sino-Korean skill'. In addition, it has been elaborated that the curriculum itself must be respected rather than depending on the textbooks in order to increase the possibility of achieving the goal by applying the revised curriculum in the school field. It is considered that the revised curriculum will end up being correctly applied in the school field when the teachers become those who practice the curriculum and the recomposition of textbooks. 敎育課程에 대한 관심은 그 교과에 종사하는 사람에 국한하여 의미를 가진다. 학교 수업 사태의 核心은 늘 ‘무엇을 어떻게 가르칠 것인가?’이며 敎科 敎育課程은 이를 充足해야 한다. 그러므로 ‘무엇을’은 교육과정의 目標와 內容을 包括하며, ‘어떻게’는 敎授-學習 方法과 교수 학습 방법에 기여하는 技法과 資料까지를 그 범위로 한다. 개정 제7차 교육과정은 제7차 교육과정과는 그 근본을 달리하기 때문에 학교 현장은 많은 變化를 受容해야 하는 상황이다. 여기서 ‘무엇을’은 개정 제7차 교육과정 대영역인 ‘한문’이며 ‘어떻게’는 ‘중등학교 현장 적용’이라고 할 수 있다. 개정 교육과정은 ‘漢文․漢文知識’이라는 大領域 體制로 轉換하였다. 이에 따라 우선 개정 교육과정에서 대영역 ‘한문 지식’을 제외한 ‘한문’만을 대상으로 한 학교 현장의 적용하기 위하여 言語學的인 側面의 可能性을 探索하였다. 개정 교육과정의 대영역 ‘한문'은 ‘읽기’, ‘理解’, ‘文化’라는 세 개의 中領域으로 範疇化하여 構造化되었으며, 또한 각각의 중영역에 대한 領域別 內容이 提示되었다. 또한 그들을 통하여 중학교 學年別 內容을 提示하였다. 이러한 내용은 사실상 일련의 과정을 제시하는 것으로서 ‘읽기’를 통하여 ‘이해’로 나아가며 ‘이해’를 통하여 ‘문화’로 나아가는 과정으로 이어져 있다. 이는 문자언어를 대상으로 한 한문 교과 교육에서 다루어야 할 文識의 過程이며 이러한 문식의 과정을 통하여 얻고자 하는 것은 ’漢文 能力의 伸張‘이다. 따라서 개정 교육과정 ‘漢文’의 ‘內容 體系’와 ‘內容’을 檢討․分析하고 圖式化하여 그것들이 갖는 內在的인 흐름을 把握하였다. 그 결과 ‘소리 내어 읽기 → 끊어 읽기 → 바르게 풀이하기 → 내용과 주제 이해 → 특수한 표현 방식 이해 및 감상’이라는 文識의 過程이 있음을 밝혔다. 그리고 그것에 實際의 ‘文章’을 適用하고, 文識性 흐름의 過程을 追跡하여 ‘漢文 能力의 伸張’이라는 改定 敎育課程의 意圖를 學校 現場에 繼承하려 試圖하였다. 또한 개정 교육과정이 학교 현장에 적용되어 보다 목표 도달 가능성을 높이기 위해서는 교과서에 의존하기 보다는 敎育課程 自體가 尊重되어야 한다는 것도 부연하였다. 결국 敎師들이 敎育課程과 敎科書 再構成의 實踐者가 될 때 개정 교육과정은 비로소 學校 現場에 바르게 適用될 것이라 여겨진다.

기조 발표(基調 發表) : 한국(韓國)의 한문과(漢文科) 교육과정(敎育課程)

윤재민 ( Jae Min Yoon ) 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.26 No.-

韓國에서 漢文이 獨立敎科로 敎授되기 始作한 것은 1972年 2學期 以後 中·高等學校에서이다. 그 以前에는, 初·中·高等學校 共히 漢文이 國語 敎育의 一部로서 部分的으로 敎授되거나 아예 敎授되지 못하기도 하였다. 1945年 解放 以後 韓國의 公式的인 制度敎育 內 敎育課程의 制定은 美軍政廳에 依해서 이루어졌다. 漢字 敎育과 關聯하여 美軍政廳이 最初로 시행한 조처는, 軍政廳 學務局의 ``暫定的 國語 敎育의 臨時措處``로부터라고 할 수 있다. 곧 이 조처는 初等學校 國語敎科書에서 漢字와 國文의 混用 또는 欄外 倂記를 部分的으로 許容함으로써 初等學校에서 漢字 敎育이 一定하게 施行되도록 하였다. 한편 美軍政廳 編修局이 1947년 9월 1일 제정 시행한 ``敎授 要目``은 中·高等學校에서 國語科의 補充 敎材의 形式으로 漢文 科目을 選擇할 수 있도록 하였다. 이후 1951년에 문교부는 戰時 학습방침을 수립하면서 漢字 敎育과 관련하여 劃期的이라고 할 수 있는 정책을 마련한다. 곧 이 해 9월 漢字·漢文 敎育史上 최초로 ``常用一千字表``를 제정 공포한 것이 그것이다. 이 常用漢字 1,000자는 이후 1957년 11월에 제정한 ``임시제한한자 1,300자`` 및 1972년 8월에 제정하고 2000년 12월에 이를 다시 調整 公布한 ``중·고등학교 한문교육용 기초한자 1,800자``의 선구가 되는 것이다. 1955年 8月 1日 告示된 第1次 敎育課程에서는 初等學校의 境遇에 漢字 敎育에 對한 明示的 規定을 별도로 두지 않았지만, 漢字 敎育이 如前히 施行되고 있었다. 中學校의 境遇에는 國語科 敎育課程아래에 ``漢字 및 漢字語 學習``에 대한 규정을 별도로 두어 漢字·漢文 敎育이 독립된 교과서를 갖는 하나의 과목으로 敎授될 근거를 마련해 놓았다. 高等學校의 境遇에는 역시 國語科 敎育課程아래에 ``漢字 및 漢文 指導`` 규정을 두어 選擇敎科 國語(2)의 한 領域으로 ``漢文`` 과목을 設定하였다. 1963年 2月 15日에 告示된 第2次 敎育課程에서는 初等學校의 境遇에 國語科 4學年 學年目標에 漢字 關聯 規定을 명시적으로 두어 한자 교육을 보다 강화하였다. 중·고등학교의 경우에는 제1차 교육과정에서와 마찬가지로 國語科 敎育 課程 속에 관련 규정을 그대로 두되, 漢字·漢文 敎育을 보다 강화하였다. 가령, 고등학교의 경우 ``國語Ⅰ``에서의 漢字 敎育 以外에도, 人文系 課程의 境遇 國語 Ⅱ의 한 科目으로 18單位(文法⑷, 漢文⑹, 古典⑷, 作文⑷) 가운데 漢文 6單位, 職業系 課程의 境遇 漢文 6單位를 履修하게 하였다. 그러나 1969年 9月 4日 改定되어 1970年1學期부터 施行된 敎育課程 部分 改定에서는 初等學校와 中學校의 國語 및 高等學校의 國語Ⅰ의 敎育課程에서 漢字 및 漢文 關聯 條項을 削除하여 漢字, 漢文 敎育을 아예 廢止하고 말았다. 다만 人文系 高等學校 國語Ⅱ에 있는 漢文의 境遇에만 單位數를 6單位에서 8單位로 增加시켜 존속시켰을 뿐이다. 中·高等學校에서 漢文 敎育이 復活한 것은 1972年 2月 28日 告示되고 이 해 2學期부터 施行된 敎育法 施行令에 依해서다. 이 施行令에 依하여 中·高等學校에 漢文 敎科가 獨立 新設되어, 이 해 2學期부터 漢文이 獨立 敎科로서 公式的으로 敎授되기 始作하였다. 中·高等學校 各900字씩 ``漢文敎育用 基礎漢字`` 1,800字를 制定하여 公布한 것도 바로 이 무렵인 1972年 8月 16日의 일이다. 1973年 8月 31日에 告示된 第3次 敎育課程에서부터 第5次 敎育課程에 이르기까지는 中·高等學校에서 漢文이 獨立 敎科로서 사실상 必修科目으로 施行 된 時期이다. 곧 中學校 漢文은 1, 2, 3學年 各其 週當1時間씩 必修 科目으로 敎授되었다. 高等學校의 境遇에는 漢文Ⅰ은 共通必修 또는 必修選擇, 漢文Ⅱ는 人文系 必修(但, 3, 4次 敎育課程에서는 課程別 必修, 5次 敎育課程에서는 課程別 選擇)로 亦是 사실상 必修 科目으로 敎授되었다. 1992年 6月 30日 告示되고 1995年부터 施行된 第6次 敎育課程 以後 漢文 敎科는 中·高等學校 共히 必須科目에서 選擇科目으로 轉落했다. 곧 第6次 敎育課程에서는 中學校 漢文이 選擇 科目으로 되었고, 高等學校 漢文Ⅰ, 漢文Ⅱ가 課程別 必修科目으로 바뀌었다. 高等學校의 課程別 必修 科目이란 市·道 敎育廳이 選擇해야 該當 敎育廳 所屬 學生들이 履修하는 選擇 科目이다. 結局 第6次 敎育課程에서는 漢文 敎科가 中·高等學校 共히 選擇科目으로 된 셈이다. 한편, 이 第6次 敎育課程에서 特記할 事項은 初等學校 漢字 敎育과 關聯한 條項을 添附하였다는 것이다. 곧 初等學校에 ``學校 裁量 時間``을 新設하면서, 이 時間에 活用할 수 있는 敎育 活動으로 漢字를 몇몇 다른 科目들과 함께 例示함으로써 制限的이나마 漢字 敎育이 可能하도록 하였던 것이다. 1997年 12月 30日 告示되고 2001年부터 施行된 第7次 敎育課程에서는 中學校 漢文이 敎科 裁量 活動 時間에 學習해야 할 選擇科目으로 되었고, 高等學校 漢文이 2, 3學年 選擇科目으로서, 一般選擇 科目群에 漢文⑹, 深化選擇 科目群에 漢文古典⑹으로 開設되었다. 2007年 改定 敎育課程에서는 中學校 漢文이 敎科 裁量 活動 時間에 學習해 야 할 選擇科目으로 되었고, 高等學校 漢文이 2, 3學年 選擇科目으로서 普通 敎科 敎養 科目群(漢文, 敎養科目群)에 漢文I⑹, 漢文Ⅱ⑹로 開設되었다. 그러나 2007年 改定 敎育課程은 얼마 施行해 보기도 전에 2009年 改定 敎育課程으로 다시 再改定되었는바, 이에 따르면 中學校 漢文은 選擇科目群의 하나로 되었고, 高等學校 漢文은 普通 敎科의 生活·敎養 敎科群에 漢文I(5), 漢文 Ⅱ(5)로 開設되어 있다. 한편 2009年 改定 敎育課程에서 特記할 事項은 初等學校 漢字 敎育과 關聯한 條項을 다시 添附하였다는 것이다. 곧 初等學校에서 漢字敎育을 關聯敎科(群)와 創意的 體驗活動 時間을 活用하여 指導할 수 있도록 하고, 또 學校 級別 共通事項으로 提示된 凡敎科 學習 主題 中의 하나에 漢字敎育을 包含시켜서 敎育할 수 있도록 한 것이다. In Korea, Korean Classical Chinese began to be instructed as the independent subject after the second semester, 1972 in middle·high schools. Before that, in elementary·middle·high schools, Korean Classical Chinese was instructed as part of the Korean Language or never instructed. After liberation in 1945, in the formal institutional education of Korea, the establishment of the curriculum was done by U.S. Military Government Office. In relation to Chinese Character education, the first measure by the Office was the temporary one of Korean Language education lead by the Education & Management Bureau. Through such a measure, in the elementary Korean Language textbooks, Chinese Character and the Korean alphabet`s mingling or combined recording in the margin was partially accepted so intended to implement Chinese Character education constantly in the elementary school. In the mean time, through ``Instruction Program`` enforced by the Textbook Compilation Bureau, U.S. Military Government Office on the 1st, Sep. 1947, in the middle·high schools, it came to be possible to select Korean Classical Chinese subject as the form of the complementary teaching material for Korean Language class. In 1951, the Ministry of Culture & Education established the wartime learning policy and prepared the epoch making policy on Chinese Character education. In other words, on September of the year firstly on the history of Chinese characters & Classical Chinese education, it promulgated ``The Table of One Thousand Letters in Common Use``. Such one thousand Chinese Characters in common use were the initiative of ``1, 300 Chinese Characters Tentatively Limited`` enacted on Nov. 1957 and ``Basic 1,800 Chinese Characters for Middle·High School Education`` enacted on Aug. 1972 and adjusted on Dec. 2000. In the 1st Curriculum notified on the 1st, Aug. 1955. There was no explicit provision on Chinese Character educationin the elementary school but it was still enforced. In case of middle school, through preparing a provision on the ``Chinese Character & Chinese Word Learning`` under Korean Language curriculum, it made a foundation for Chinese characters & Classical Chinese education to be instructed as the subject having an independent textbook. In case of high school, a provision was a prepared on ``Chinese characters & Classical Chinese Instruction`` also under Korean Language curriculum so set ``Korean Classical Chinese`` as the area of the selective subject of Korean Language(2). In the 2nd Curriculum notified on 15th, Feb. 1963, a provision was prepared explicitly on Chinese Character as the aim of the Korean Language class in the 4th grade of the elementary school so Chinese Character education was more intensified. In case of the middle·high schools, like the 1st Curriculum, the related provision was maintained in the Korean Language curriculum but Chinese characters & Classical Chinese education was even more strengthened. For example, in case of high school in addition to Chinese Character education under Korean LanguageⅠ, among 18 units(grammar(4), Korean Classical Chinese(6), classics(4), composition(4)), six units of Korean Classical Chinese was completed as the subject of Korean Language Ⅱ in the general course and six units of Korean Classical Chinese in the vocational course. However, through the partial amendment of the curriculum revised on 4th, Sep. 1969 and enforced from the 1st semester in 1970, in the curriculums of Korean Language for elementary and middle schools and of Korean LanguageⅠ for high school, a provision on Chinese characters & Classical Chinese education was omitted so its education was eventually abolished. Only in case of Korean Language Ⅱ for the general course of high school, the number of units of Korean Classical Chinese increased from 6 to 8 units so it was continued. In the middle·high schools, the recovery of Korean Classical Chinese education was done by the Enforcement Ordinance of the Educational Law notified on 28th, Feb. 1972 and enforced from the 2nd semester of the year. By such an Ordinance, in the middle·high schools, Korean Classical Chinese subject was newly and independently established and it began to be instructed formally as the independent subject from the 2nd semester of the year. Also, on 16th. Aug. 1972, ``1,800 Basic Chinese Characters for Education``, 900 characters respectively was enacted and notified in the middle·high schools. From the 3rd Curriculum notified on 31th, Aug. 1973 to the 5th, it was periods that Korean Classical Chinese was required as the independent subject. In other words, in the middle school, Korean Classical Chinese was instructed as the required subject for 1hour per week in the 1,2,3 grade each. In case of high school, it was also instructed as the required subject, that is, Korean Classical ChineseⅠ as the required commonly or selective essentially and Korean Classical Chinese Ⅱ as the required(however, as the required by course in the 3rd, 4th Curriculum, as the selective by course in the 5th). After the 6th Curriculum notified on 30th, June, 1992 and enforced from 1995, Korean Classical Chinese subject fell from the required to the selective course in middle·high schools. In the 6th Curriculum, Korean Classical Chinese of middle school changed into the selective subject and Korean Classical ChineseⅠ, Ⅱ of high school into the required by course. In the high school, the required subject by course refers to the selective subject which city·province educational bureaus select and then students under the pertinent bureau may complete. In the end, in the 6th Curriculum, Korean Classical Chinese subject came to be the selective subject in both middle and high schools. Meanwhile, in the 6th Curriculum, what is specially noteworthy is the adding the provision on Chinese Character education in the elementary school. In other words, while newly establishing ``Discretionary Class`` in the elementary school, Chinese Character was exemplified as the educational activity to be used with several other subjects. So, though limited, Chinese Character education could be possible. In the 7th Curriculum notified on 30th, Dec. 1997 and enforced from 2001, Korean Classical Chinese of middle school became the selective subject to be learned in the discretionary class. And, Korean Classical Chinese of high school, as the selective subject in the 2nd, 3rd grades, was opened into Korean Classical Chinese(6) in the general selective subject group, and into Chinese Classics(6) in the further selective subject group. In the revised Curriculum in 2007, Korean Classical Chinese of middle school became the selective subject to be learned in the discretionary class. And Korean Classical Chinese of high school, as the selective subject in the 2nd, 3rd grades, was opened into Korean Classical Chinese I(6), Korean Classical Chinese Ⅱ(6) in the common subject, cultural subject group(Korean Classical Chinese, cultural subject group). However, the 2007 revised Curriculum was immediately re-amended into the 2009 revised Curriculum. Under this Curriculum, Korean Classical Chinese of middle school became one of the selective subject groups. And Korean Classical Chinese of high school was opened into Korean Classical Chinese I(5), Korean Classical Chinese Ⅱ(5) in the life·culture subject group among the common subjects. In the mean time, in the 2009 revised Curriculum, what is specially noteworthy is adding the provision on Chinese Character education of elementary school again. That is, it made possible to instruct Chinese Character using the related subject(group) and creative experience activity in the elementary school including Chinese Character education into one of pan-subject learning themes presented as the common by class and school.

한국(韓國) 초(初),중(中),고등학교(高等學校)의 한자(漢字),한문(漢文) 교육(敎育) 현황(現況)

윤재민 ( Jae Min Yoon ) 한국한문교육학회 2009 한문교육논집 Vol.33 No.-

Since 1945, in the Korean elementary schools, Chinese characters & Classical Chinese education had been performed through the various methods till 1969. In the elementary schools, abolition of Korean Classical Chinese education resulted from the partial revision of the curriculum which revised on Sep.,1969 & executed from the 1st semester in 1970. Since then, Chinese characters & Classical Chinese education hasn`t been performed till now as the regular course in the elementary schools. However, `School Discretionary Activities` was newly established in the elementary schools through the 6th curriculum, notified in 1992 & executed from 1995, and `Activities including Chinese Characters, Computer & Elaboration` were exemplified as the educational activities to be used. So, though restrictively, Chinese characters & Classical Chinese education came to be possible. But. in the 7th curriculum, notified in 1997 & executed from 2001, such exemplification provision was again deleted. So, till now, in the elementary schools, it`s the situation that Chinese characters & Classical Chinese education is being executed creepingly at the regional office of education or a schoolmaster`s discretion without any base on the curriculum or being put on the markets of private education. In the Korean middle schools, Korean Classical Chinese began to be instructed as the independent subject from the 2nd semester in 1972. Before then, Korean Classical Chinese had been instructed partially as the part of Korean Language or never instructed. Firstly, `Korean Classical Chinese Guidance Principle` was presented from `Learning Guidance Principle in the Wartime` of The Ministry of Culture & Education`, announced on Feb. 1951. And then, The Ministry of Culture & Education selected 1,000 Chinese Characters recognized as necessary in the everyday life, allotted 300 Characters for the 4th·5th grade in the Elementary each, 400 Characters for the 6th grade, and made such restrictive Chinese Characters of 1,000 letters apply to the middle schools. And then, in the 1st curriculum notified on Aug., 1955, `Chinese Characters & Chinese Character Words Learning in the middle school` was contained in the Korean Language curriculum in the middle schools, and Chinese characters & Classical Chinese education was described as one of the sub contents areas of Korean Language curriculum. And, also in the 2nd curriculum notified on 15th, Feb., 1963, Korean Classical Chinese was contained in the Korean Language curriculum in the middle school, and described as one of the contents areas of Korean Language. However, in the partial revision of curriculum in 1969, provision of `Chinese Characters & Classical Chinese Guidance` was deleted from the Korean Language curriculum in the middle school, so Korean Classical Chinese education was abolished completely in the middle schools. And then, by the Enforcement Ordinance of the Educational Act notified on Feb.,1972, a course of Korean Classical Chinese was newly & independently established, so it began to be instructed officially as the independent course from the 2nd semester of the year. Since that, from the 3rd curriculum notified on Aug., 1973 to the 5th, in the middle schools, Korean Classical Chinese was instructed as the required subject for 1 hour a week in the 1st, 2nd, & 3rd grade each. However, in the 6th curriculum notified on June, 1992 & executed from 1995, in the middle schools, Korean Classical Chinese became an optional course, and such a situation has continued till now without great changes. In the Korean high schools, Korean Classical Chinese began to be instructed as the independent course from the 2nd semester in 1972 as the same as in the middle schools. Before then, high school Korean Classical Chinese was instructed as the part of Korean Language education. Even in the partial revision of curriculum in 1969 which abolished Chinese characters & Classical Chinese education in the elementary & middle schools, in the case of the high schools, Korean Classical Chinese in `Korean LanguageⅡ` of the general high school was increased from 6 to 8 unit rather than deleted Chinese Characters education from Korean Language Ⅰ. So, it was instructed as the part of Korean Language education as well. And then, by the Enforcement Ordinance of the Educational Act in 1972, Korean Classical Chinese course was newly & independently established. From the 3th curriculum notified in 1973 to the 5th, Korean Classical Chinese was instructed as the independent course, in fact, as the required course in the high schools. However, in the 6th curriculum notified in 1992, Korean Classical Chinese was changed into the required subject by course in the high schools. In the high schools, a required subject by course means an optional subject which city·province office of education must select for students belonging to the pertinent office to complete. Eventually, in the 6th curriculum, Korean Classical Chinese course came to be an optional subject both middle·high schools. Such a situation is the same as the 7th curriculum & 2007 revised curriculum. In other words, in the 7th curriculum, high school Korean Classical Chinese, as the optional subject of the 2nd & 3rd grade, was established as `Korean Classical Chinese⑹` in the general selective subject group, and as `Korean Classical Chinese classics⑹` in further selective subject group. And, in the revised curriculum in 2007 as well, as the optional subject of the 2nd & 3rd grade, it was established as `Korean Classical Chinese I⑹`, `Korean Classical Chinese II⑹` in general cultural subject group(Korean Classical Chinese, cultual studies).

북한의 2013 개정 국어과 교육과정의 특징

강보선(Kang, Bo-sun),김진숙(Kim, Jin-sook),박수련(Park, Soo-ryun) 국어교육학회 2016 국어교육연구 Vol.62 No.-

This study analysis the characteristic of 2013 revised Korean Language curriculum in North Korea comparing with the 2015 revised Korean Language curriculum in South Korea. As a result, it is common that the two curriculums contain the character of the Korean language subject, the objectives of the Korean language curriculum, the contents, teaching and learning method and evaluation. But there are guidelines for developing textbooks in the North Korean curriculum unlike the South Korea. In the character of the Korean Language subject and the view of language, the North and the South Korea curriculums stress commonly the knowledge, communication skills and thinking skills, but the North emphasizes political idea and emotion through Korean Language subject education. In the North Korea curriculum’s view of language, language is the tool of human cultivating. In both of the two curriculums, the objectives enstrengthen the knowledge, skills and attitudes, but the North Korean curriculum comprises autonomous idea consciousness and the Kim Jong-Il’s patronism. In the contents, the division of areas of the Korean Language subject differs from each other, and the achievement standards of the North Korean curriculum give a more detailed account than those of the South. The two curriculums’ teaching and learning guidelines stress the utilization of the knowledge and the formation of attitudes in common, but the North focuses the political idea and revolutionary emotion. In the evaluation, the South curriculum presents various evaluational methods for achievements, and the North curriculum presents a certain methods. Finally the North Korean curriculum contains specific and concrete guidelines for developing textbooks.

교육과정 개정시기별 국정교과서에 나타난 초등국악교육

이상규(Lee Sang-kyu) 한국국악교육학회 2018 국악교육 Vol.45 No.45

본 논문에서는 제1차 교육과정부터 제 7차 교육과정까지 해당 시기별 국정교과서에 나타난 국악 관련 내용을 분석하여 1950년대부터 2000년대 초기까지 초등국악교육의 변천과정을 살펴보았으며, 그 결과 다음과 같은 사실을 알 수 있었다. 먼저 국악곡의 기보체제에 대해 살펴보았다. 국악곡에 사용되는 악보는 단소나 소금 등 기악 영역을 제외하고는 대부분 오선보를 사용하고 있었는데, 이러한 악보에는 국악곡 지도에 중요한 요소인 장단이나 출처도 제시되지 않고, 부적절한 박자표를 사용하는 등 아쉬움이 많았다. 이러한 문제점은 제5차교육과정을 기점으로 차츰 개선되어 장단명과 장르, 시김새, 적절한 박자표 등 국악곡 지도에 필요한 적절한 정보가 제공된 것으로 분석되었다. 다음으로 가창곡에 대해 살펴보았다. 국악 관련 내용 중 가창 제재곡으로 제시된 곡은 모두 67곡인데, 가장 많이 소개된 가창곡은 ‘풍년가’, ‘아리랑’, ‘쾌지나칭칭나네’의 순으로 나타났다. 가창 제재곡은 제4차 교육과정까지는 거의 보이지 않았는데, 제5차 교육과정을 기점으로 국악가창제재곡 숫자는 상당히 증가하였으며, 제6차 교육과정부터는 그 증가율이 큰 폭으로 나타났다. 세 번째, 감상곡에 대해 살펴보았다. 국악감상활동은 2차교육과정까지 전혀 이루어지지 않다가, 제3차 교육과정에서 민요를 소개하는 정도의 활동이 소개되고 있다. 이후 제4차교육과정에서 일부 기악 관련 악곡들이 감상곡으로 소개되었으며, 5차교육과정부터 기악곡과 함께 성악곡이 감상활동 악곡으로 제시되었다. 특히 제6차 교육과정에는 ‘수제천’, ‘산조’등의 새로운 기악곡이 추가되었고, 제7차교육과정에서는 창작국악동요, 제례악, 무용 등도 감상곡으로 제시되었다. 네 번째, 국악기악 활동을 살펴보았다. 제1차 교육과정부터 제5차 교육과정까지 실제 악기를 지도하는 국악기 기악지도는 전혀 이루어지지 않았다. 그 후 제6차 교육과정에서 처음으로 기악 영역에 소고, 장구, 단소 등 일부 국악기가 포함되었으며, 제7차 교육과정에서도 같은 악기들의 기도가 이루어지고 있었다. 한편 사진과 함께 제시된 국악기 소개는 매 교육과정마다 13종 안팎으로 나타나는데, 그 중 대금, 가야금, 피리, 장구 빈도수가 높게 나타났다. 한편 등 분석과정을 통해 적절한 악곡수와 난이도의 악곡 선정, 국악교육 관련 내용의 심의기구 필요, 참신함과 흥미를 제공할 수 있는 악곡 발굴, 국악 관련 인물의 발굴 등을 개선방안으로 제시하였다. 요컨대 교과서의 내용을 통해 본 제1차 교육과정부터 제7차 교육과정까지의 초등국악교육은 초기 일부 국악기 소개 수준의 교육에서 제5차교육과정 이후 가창과 감상 영역으로 확대되었으며, 점차 기악교육으로 그 범위를 넓혀가고 있었음을 알 수 있었다. In this paper, we analyzed the process of elementary music education by analyzing contents related to Korean music in the periodical textbooks from the 1st to the 7th curriculum. The results are as follows. First, I examined the national system of Korean music. The score used in the Korean classical music mostly used pentos except for instrumental areas such as Danso and Sogeum. These musical scores were not presented as important elements in the teaching of Korean music and were not satisfactory. These problems were gradually improved from the 5th curriculum and it was analyzed that proper information needed for instruction of Korean music including name of jangdan, genre, shigimsae and beat sign. Second, I examined the singing songs. Among the contents related to Korean traditional music, 67 songs were suggested as the most requested songs. The most popular songs were ‘Pungnyeonga’, ‘Arirang’, and ‘Kwejinachingchingnane’. The song was not introduced until the fourth curriculum, but it began to appear from the fifth curriculum. Third, I looked at the appreciation. Activities for appreciation of Korean traditional music are not carried out at all until the second curriculum, but the activities to introduce folk songs in the third curriculum are introduced. In the 4th curriculum, some musical pieces related to instrumental music were introduced as an appreciative piece. From the 5th curriculum, musical pieces such as Pansori and Changgeuk were presented as musical pieces. Particularly, in the 6th curriculum, new instrumental music such as ‘Sujecheon’ and ‘Sanjo’ were added. In the seventh curriculum, it was also noted that A new Korean traditional song for children, ritual music and dance were also presented as appreciation music. Fourth, I looked at the at the traditional music instrumental activities. From the first curriculum to the fifth curriculum, there was no instrumental instruction for traditional instruments. However, in the 6th curriculum and the 7th curriculum, the education of Korean traditional instruments such as Sogo, Janggu, and Danso took place in earnest. On the other hand, there are 13 kinds of Korean traditional musical instruments presented along with the photographs in each training course. Among them, Taegeum, Gayageum, Piri and Janggu were frequent. On the other hand, through this analysis process, it was proposed to select appropriate music number and difficulty level, to have a deliberative mechanism for the contents of Korean traditional music education, to discover songs that can provide novelty and interest, and to find out the people related to Korean music In short, elementary music education from the 1st to the 7th curriculum through the contents of the textbooks was extended from the 5th curriculum after the 5th curriculum at the initial level of introduction of Korean traditional music, I was able to see that it was expanding its range.

第7次中等學校漢文科敎育課程의 運營實態와 改善事案 : 大田廣域市敎育을 中心으로 Focusing on the education of Daejeon Metropolitan City

宋永日 한국한자한문교육학회 2005 漢字 漢文敎育 Vol.14 No.-

中等學校 漢文科 敎育은 國家單位 敎育課程의 범주에서 학교의 지도하에 이루어지는 교과학습의 한 영역이다. 2001년 중학교부터 실시된 第7次 敎育課程은 현재 모든 中等學校에 적용되고 있으며, 2005년은 그 4~5년째를 맞고 있다. 그 시작 초기부터 많은 비판과 문제점이 제기되었던 제7차 교육과정은 漢文科 敎育에도 적잖은 문제점을 낳고 있다. 敎育課程의 문제는 國家單位의 制度的 事案인 동시에 敎科 內的 問題로, 실제적으로는 그 교과 責任者의 敎育課程 設定과 運營에 대한 문제로 歸着된다. 본 연구는 대전광역시 중등학교 漢文科 敎育을 중심으로 2002년과 2005년 敎育課程에 대한 學校級別 편성 사항을 살펴보고, 그 運營實態와 문제점과 改善 事案에 대해 논의한 것이다. 이 같은 연구의 목적은 교육과정에 대한 國家的 次元 制度的 改善 요구와, 또 이를 실천할 수 있는 새 漢文科 敎育課程案에 대한 연구에 있다. 논의된 주요 사안을 제도적 측면과 교과 내적 문제로 정리해 보면 다음과 같다 <제도적 측면> 첫째, 국어 교과의 종속적 범주에서 벗어나야 한다. 둘째, 한문을 국민공통기본 교과에 포함시켜야 한다. 셋째, 교육용기초한자나 全敎科의 주요 漢字語를 수록한 한자 교과를 신설해야 한다. 넷째, 전통문화와 인성교육을 위한 한자?한문 혼용 교과를 개설해야 한다. 다섯째, 한문교육을 강화할 수 있는 교육 정책을 범국가적으로 추진해야 한다. <교과 내적 문제> 첫째, 제7차 교육과정의 성격?목적?목표 등에 대한 실천과 반성의 기회를 가져야 한다. 둘째, 초등학교부터 한자?한문교육의 당위성을 입증할 연구 자료가 구비 되어야 한다. 셋째, 교육용기초한자와 모든 敎科의 漢字語를 다룬 교재를 개발하여야 한다. 넷째, 인성교육?전통문화 교육 중심의 한자?한문 혼용 교재를 개발한다. 다섯째, 한문교육의 과제를 연구하고, 그 필요성을 홍보할 단체를 운영해야 한다. 지금까지 論議한 漢文科 敎育課程에 대한 제반문제는 國家的 課題인 동시에 漢文科 교육이 해결해야 할 事案이다. 그러므로 새 교육과정이 논의되기 전에 漢文科 敎育課程의 편성?운영에 대한 체계적 연구가 선행되지 않는다면, 앞서 논의한 여러 事案의 前轍은 반복될 수밖에 없다. 미래 漢文科 敎育의 成敗는 敎育課程의 배치파 운영에 있다 할 수 있으므로, 漢文科 교육은 제7차 한문과 교육과정에 대한 철저한 분석과 함께 최적의 대안을 찾아야 하며, 궁극적으로는 미래 韓國敎育을 先導하는 새로운 誕生이 되어야 할 것이다. Subject of Sino - Korean education in a secondary school is the field of curricula studying which is being done under the guidance of a school in the category of curriculum of a unit of country. The 7th curriculum, which started from the middle school in 2001, is being applied to every secondary school, and 4-5years have passed since it started. There were lots of criticism and problems in the 7th curriculum from its beginning, and it has caused many problems to subject of Sino - Korean education. Problems of curriculum, which are internal problems of subjects as well as systemic matters of a unit of country, practically come to problems on the operation and creation of curriculum of persons in charge of the subject. On this study, focusing on subject of Sino - Korean education in a secondary school, Daejeon Metropolitan City, contents composed by classes of schools on curriculum of 2002 and 2005 are reviewed, and actual conditions, problems and matters to be improved of it are discussed. The purpose of this study is to ask for the systemic improvement at the level of nation on curriculum and to study the new programs of curriculum of subject of Sino - Korean education to realize that. If the major cases discussed are arranged by the systemic point of view and the internal problems of subjects, they are as follows. <The systemic point of view> First, it must get out of the subordinate category of subject of Korean language. Second, Sino - Korean shall be included in the basic and common subject of people. Third, subject of Hanja including basic Hanjas for teaching and major Hanjas of every subject shall be created. Fourth, the subject using Hanjas together with Sino - Korean shall be introduced to teach traditional culture and humanity. Fifth, educational policy to enforce teaching of Sino - Korean shall be nationwide propelled . <The Internal Problems of a subject > First, it is necessary to have the opportunity to practice and reflect the character ? object ? goal of the 7th curriculum. Second, research materials to prove the necessity of teaching of Hanja Sino - Korean shall be equipped from the elementary school. Third, teaching materials dealing with basic Hanjas for teaching and Hanjas of every subject shall be developed. Fourth, the subject using Hanja together with Sino - Korean focusing on teaching of traditional culture and humanity shall be developed. Fifth, organizations to study the tasks of teaching of Sino - Korean and to publicize its necessity shall be operated. The whole problems on the curriculum of subject of Sino - Korean education discussed until now are tasks of nation as well as matters to be resolved in subject of Sino - Korean education. And therefore, unless systemic research on the organization ? operation of the curriculum of subject of Sino - Korean education is done in advance before the new curriculum is discussed, the matters discussed before shall be repeated. As the success and failure of subject of Sino - Korean education in the future is up to the arrangement and operation, the optimal substitutes shall be found out with thorough analysis on the 7th curriculum of subject of Sino - Korean education, and in the end, it shall be reborn to lead the education of Korea in the future.

韓國 初ㆍ中ㆍ高等學校의 漢字ㆍ漢文 敎育 現況

윤재민 한국한문교육학회 2009 한문교육논집 Vol.33 No.-

한국의 初等學校에서 漢字, 漢文 교육은 1945년 이후 1969년까지만 하더라도 여러 가지 방식으로 줄곧 시행되어 왔다. 초등학교에서 漢字 교육이 폐지된 것은 1969년 9월 개정되어 1970년 1학기부터 시행된 교육과정 부분 개정에서부터이다. 이후 현재에 이르도록 초등학교에서의 漢字, 漢文 교육은 정규 교과로는 더 이상 시행되지 못하고 있는 실정이다. 다만 1992년 고시되고 1995년부터 시행된 제6차 교육과정은 초등학교에 ‘학교 裁量 시간’을 신설하면서, 이 시간에 활용할 수 있는 교육 활동으로 ‘漢字, 컴퓨터, 勞作 등의 활동’을 예시함으로써 제한적이나마 漢字, 漢文 교육이 가능하도록 하였다. 그러나 1997년 고시되고 2001년부터 시행된 제7차 교육과정에서는 이 예시 조항을 다시 삭제함으로써 이후 현재에 이르기까지 초등학교에서의 漢字, 漢文 교육은 교육과정 상의 어떠한 근거도 없이 일부 지역 교육청이나 학교장의 재량에 따라 파행적으로 시행되거나 私敎育 市場에 맡겨지고 있는 형편이다. 한국의 中學校에서 漢文이 독립 교과로 교수되기 시작한 것은 1972년 2학기부터이다. 그 이전에는, 漢文이 국어 교육의 일부로서 부분적으로 교수되거나 아예 교수되지 못하기도 하였다. 처음으로 ‘漢字 지도 要綱’이 제시된 것은 1951년 2월에 발표된 文敎部의 ‘戰時 學習 指導 要領’이다. 여기서 문교부는 일상생활에 긴요하다고 인정되는 漢字 1,000자를 골라서 國民學校 4ㆍ5학년 각 300자, 6학년 400자로 配當하여 가르치도록 하고, 이 1,000자의 制限 漢字를 中學校에도 적용하도록 하였다. 이후 1955년 8월 고시된 제1차 교육과정에서는 중학교 국어과 교육과정 속에 ‘중학교의 漢字 및 漢字語 학습’ 사항을 포함시켜 漢字, 漢文 교육을 국어과 교육과정의 하위 內容 領域 가운데 하나로 기술하였다. 1963년 2월 15일에 고시된 제2차 교육과정에서도 漢文은 중학교 국어과 교육과정 속에 포함되어 중학교 국어과 內容 領域의 하나로 기술되었다. 그러나 1969년의 교육과정 부분 개정에서는 중학교 국어과 교육과정에서 ‘漢字 및 漢文 指導’ 조항을 삭제하여 중학교 한문 교육을 아예 폐지하고 말았다. 그러다가 1972년 2월 고시된 교육법 施行令에 의하여 漢文 교과가 독립 新設되어, 이 해 2학기부터 漢文이 독립 교과로서 공식적으로 교수되기 시작하였다. 이후 1973년 8월 고시된 제3차 교육과정에서부터 제5차 교육과정에 이르기까지 중학교 漢文은 1, 2, 3학년 각기 주당 1시간씩의 必修 科目으로서 교수되어 왔다. 그러나 1992년 6월 고시되고 1995년부터 시행된 제6차 교육과정에서는 중학교 漢文이 선택 과목으로 되었고, 이후 이러한 사정은 크게 변하지 않은 채 오늘날에까지 이르고 있다. 한국의 高等學校에서 漢文이 독립 교과로 교수되기 시작한 것은 중학교 漢文과 마찬가지로 1972년 2학기부터이다. 그 이전에는 國語 교육의 일부로서 고등학교 漢文이 교수되어 왔다. 초등학교와 중학교에서 漢字, 漢文 교육을 폐지한 1969년의 교육과정 부분 개정 때에도 고등학교 漢文은, ‘國語Ⅰ’에서 漢字 교육 부분을 삭제하는 대신 인문계 고등학교 ‘國語Ⅱ’에 있는 漢文을 6單位에서 8單位로 증가시켰는바, 역시 國語 교육의 일부로서 漢文을 敎授하였던 것이다. 이후 1972년 敎育法 施行令에 의하여 漢文 교과가 독립 신설되고, 1973년 고시된 제3차 교육과정에서부터 제5차 교육과정에 이르기까지 고등학교 ... Since 1945, in the Korean elementary schools, Chinese characters & Classical Chinese education had been performed through the various methods till 1969. In the elementary schools, abolition of Korean Classical Chinese education resulted from the partial revision of the curriculum which revised on Sep.,1969 & executed from the 1st semester in 1970. Since then, Chinese characters & Classical Chinese education hasn’t been performed till now as the regular course in the elementary schools. However, ‘School Discretionary Activities’ was newly established in the elementary schools through the 6th curriculum, notified in 1992 & executed from 1995, and ‘Activities including Chinese Characters, Computer & Elaboration’ were exemplified as the educational activities to be used. So, though restrictively, Chinese characters & Classical Chinese education came to be possible. But. in the 7th curriculum, notified in 1997 & executed from 2001, such exemplification provision was again deleted. So, till now, in the elementary schools, it’s the situation that Chinese characters & Classical Chinese education is being executed creepingly at the regional office of education or a schoolmaster’s discretion without any base on the curriculum or being put on the markets of private education. In the Korean middle schools, Korean Classical Chinese began to be instructed as the independent subject from the 2nd semester in 1972. Before then, Korean Classical Chinese had been instructed partially as the part of Korean Language or never instructed. Firstly, ‘Korean Classical Chinese Guidance Principle’ was presented from ‘Learning Guidance Principle in the Wartime’ of The Ministry of Culture & Education', announced on Feb. 1951. And then, The Ministry of Culture & Education selected 1,000 Chinese Characters recognized as necessary in the everyday life, allotted 300 Characters for the 4th․5th grade in the Elementary each, 400 Characters for the 6th grade, and made such restrictive Chinese Characters of 1,000 letters apply to the middle schools. And then, in the 1st curriculum notified on Aug., 1955, ‘Chinese Characters & Chinese Character Words Learning in the middle school’ was contained in the Korean Language curriculum in the middle schools, and Chinese characters & Classical Chinese education was described as one of the sub contents areas of Korean Language curriculum. And, also in the 2nd curriculum notified on 15th, Feb., 1963, Korean Classical Chinese was contained in the Korean Language curriculum in the middle school, and described as one of the contents areas of Korean Language. However, in the partial revision of curriculum in 1969, provision of ‘Chinese Characters & Classical Chinese Guidance’ was deleted from the Korean Language curriculum in the middle school, so Korean Classical Chinese education was abolished completely in the middle schools. And then, by the Enforcement Ordinance of the Educational Act notified on Feb.,1972, a course of Korean Classical Chinese was newly & independently established, so it began to be instructed officially as the independent course from the 2nd semester of the year. Since that, from the 3rd curriculum notified on Aug., 1973 to the 5th, in the middle schools, Korean Classical Chinese was instructed as the required subject for 1 hour a week in the 1st, 2nd, & 3rd grade each. However, in the 6th curriculum notified on June, 1992 & executed from 1995, in the middle schools, Korean Classical Chinese became an optional course, and such a situation has continued till now without great changes. In the Korean high schools, Korean Classical Chinese began to be instructed as the independent course from the 2nd semester in 1972 as the same as in the middle schools. Before then, high school Korean Classical Chinese was instructed as the part of Korean Language education. Even in the partial revision of curriculum in 1969 which abolished Chinese characters & Classical Chinese education i...

고등학교 『한국사』교과서 단원 도입부의 형태와 특징

송치중(Song, Chi-Jung) 역사실학회 2017 역사와실학 Vol.63 No.-

이 연구의 목적은 해방 이후부터 2011 개정 교육과정까지 한국사교과서의 단원 도입부가 어떻게 변화해 왔는지를 분석하려는 데 있다. 한국사교과서 단원 도입부는 한국사 수업에 많은 영향을 끼친다. 단원 도입부는 해당 단원의 시대적 배경, 핵심사건이나 인물, 시·공간의 중요한 정보를 제공한다. 또, 학습자에게 흥미를 불러일으키거나 문제의식을 이끌어내는 등 역사적 사고력을 높이는 데에도 역할을 한다. 이를 위해 사전 작업으로 해방 이후부터 2011 개정 교육과정까지 한국사교과서의 목록을 확정하였다. 확정된 목록의 한국사교과서의 단원 도입부가 변화해 온 이유를 알아보고자 하였다. 교육과정의 변화, 집필진의 구성 요인, 역사학과 역사교육학 연구 성과의 축적, 출판사 및 편집진의 기술 축적, 출판 및 편집·인쇄 기술의 발달 등 여러 요인에 의해 영향을 받는다. 그 중 본고에서는 가장 중요하다고 판단되는 교육과정의 변화와 집필진의 구성 요인을 중심에 놓고 각 교육과정별로 한국사교과서의 단원 도입부를 분석하였다. 교육과정 이전 시기부터 2011 개정 교육과정까지 교육과정의 한국사 관련 내용은 변화해 왔다. 제1차 교육과정부터 제6차 교육과정까지의 한국사교과서는 교육과정의 변화를 제대로 수용하지 못하였으며, 이는 제3차 교육과정부터 20년 넘게 지속된 국정 발행 체제가 가장 큰 이유로 작용하였다. 제7차 교육과정부터는 교육과정의 변화가 대폭 수용되었고, 3번의 검정 발행을 거치며 한국사교과서 체제는 다양하게 발전해 나아갔다. 이러한 발전에는 집필진의 구성도 큰 영향을 주었는데 제6차 교육과정까지 집필진의 구성은 사학 전공자 일색으로 이들은 한국사 연구 성과를 교과서에 반영하는데 초점을 두었다. 제7차 교육과정부터는 집필진의 구성이 사학 전공자 이외에 역사교사, 역사교육 전공자 등 역사교육의 다양한 전문가 집단이 참여하며 역사서가 아닌 교과서로서 한국사교과서를 개발해 나아갔다. 이에 따라 단원 도입부도 대단원에서 중단원으로, 다시 중단원에서 소단원으로 영역을 넓혀갔으며, 최근에는 각 한국사교과서의 대단원·중단원·소단원이 각기 다르게 활용되며 발전을 거듭하고 해오고 있다. 한국사교과서내 단원 도입부는 학생들의 흥미를 높이고, 배경 지식을 제공하고, 문제의식이 생기게 하여 역사적 사고력이 향상되는 등 역사교육의 목적을 달성하는 방향으로 발전해 갈 것으로 기대한다. The purpose of this study is to analyze how introductions of lessons in high school Korean history textbooks have transformed since the independence to 2011 revised national curriculum. Lesson introductions in Korean history textbooks have a strong influence on Korean history classes. They provide historical backgrounds including historical events and characters, and important issues of certain time and place. They also enable learners to develop historical thinking by motivating them and questioning them. The list of high school Korean history textbooks since the independence to 2011 revised curriculum has been confirmed in advance. It is to understand why introductions of lessons in high school Korean history textbooks have changed. The variation is affected by many aspects such as the adjustment of the curriculum, the organization of the writers, the accumulation of studies of history education, and the development of technology in publishing and printing industry. In this research, introductions of lessons are analyzed in regard of the variation of the curriculum and the organization of the writers which are considered the most important among all. History teaching in the curriculum has changed until 2011 revised curriculum. Korean history textbooks did not adapt the modification of the curriculum from the first curriculum to the sixth curriculum, which was mainly in result of twenty more years of the government-published textbooks started in the third curriculum. Those changes in the curriculum was adjusted a great deal from the seventh curriculum, leading to various Korean history textbook systems through several textbook authorization system. The organization of the writers played an important role. The writers of the Korean history textbooks until the sixth curriculum were mostly history majors, who put the most emphasis on the demonstration of Korean history researches on the textbooks. The writers from the seventh curriculum have been formed with many experts in Korean history education including Korean history teachers and Korean history education majors along with Korean history majors. Hence, Korean history textbooks began to work as Korean history "textbooks" not "Korean history" textbooks. Recently, lesson introductions were adopted and extended to smaller sections. All other small parts of a lesson are employed variously and developing. It is expected that introductions of lessons of Korean history textbooks would achieve the goal of history education by motivating the learners" interest, providing background knowledge, and helping the learners think critically by historical thinking.

국어과 교육과정에 나타난 국어과 통합 교육에 대한 고려 양상

김명순 ( Myoung Soon Kim ) 국어교육학회 2011 國語敎育學硏究 Vol.41 No.-

본고에서는 1차 교육과정부터 2011 개정 교육과정에 걸쳐 국어과 교육과정에 나타난 국어과 통합 교육의 접근 양상을 살폈다. 국어과 교육 일반적으로 통합 교육의 필요성은 언어 사용의 실제, 언어의 도구성, 국어과 교육의 현실 여건, 유기체의 생물적 특성, 학습자의 발달심리적 특성, 학습의 효율성, 교육의 실세계 대응력과 관련되는 측면에서 제기되어 왔다. 국어과 교육과정에서는 기본적으로 통합 교육을 인정하고 긍정하는 입장을 보이고 있었다. 1차, 2차 교육과정에서는 통합 교육의 필요성을 충분히 인식하고 있으며 그 근거를 언어 사용의 실제에서 찾고 있었다. 3차 교육과정에서도 1차, 2차 교육과정의 맥을 잇고 있었다. 이후 2007 개정 교육과정에 와서 국어과의 통합 교육에 대한 안내가 상세화되고 통합 교육의 근거가 다변화되는 경향을 보였다. 그러나 가장 기본적으로 언어의 총체성을 근간으로 하여 통합 교육을 강조하는 점은 변함이 없었다. 이점은 가장 최근의 2011 교육과정에서도 동일하게 나타난다. 다음으로 교육과정에 나타난 통합의 범위와 대상에 대해 살펴보았다. 교과 간 통합 지도에 대한 강조는 주로 초창기 국어과 교육과정에 집중적으로 나타나는 경향이 있었다. 1차, 2차 교육과정에서는 교과 간 통합에 대해 매우 적극적인 입장을 보이고 있었다. 3차 교육과정에서도 기본 정신이 이어지고 있었다. 4차 교육과정 이후부터 현재까지 국어과 교육과정에서 말해 온 주요 통합 지도는 영역 간 통합 지도였다. 영역 간 통합은 언어 사용 영역 사이의 통합과 언어 사용 영역과 그 외 영역의 통합으로 구분해 볼 수 있었다. 언어 사용 영역 사이의 통합은 주로 고등학교 심화과목 교육과정에서 나타나는 경향이 있었다. 영역 내 통합의 언급은 2007 개정 교육과정에서 나타나기 시작했다. 이는 2007 개정 교육과정에서의 ``내용 요소`` 신설과 관련되어 있다. 영역 내 통합의 정신은 2011 개정 교육과정에서도 이어지고 있다. This study investigated the aspect of integrated approach to literacy instruction which was presented from the 1st Korean Language Curriculum to the 2011 Revised Korean Language Curriculum. As a results, a few aspects related integrated approach to literacy instruction were discovered such as followings. Basically, it was revealed the position that recognizes the necessity of integrated approach and recommend the use of it in the Korean Language Curriculum. From the 1st Korean Language Curriculum to the 3rd Korean Language Curriculum, the necessity of integrated approach was emphasized based on the totality of the activities of use language. In the 2007 Revised Korean Language Curriculum, various bases for the necessity of integrated approach was presented. But in the 2007 Revised Korean Language Curriculum and the 2011 Revised Korean Language Curriculum putting a stress on the totality of the activities of use language was the common with the previous Korean Language Curriculum. Integrated approach between the subjects was mainly showed in the 1st Korean Language Curriculum and 2nd Korean Language Curriculum. After the 4th Korean Language Curriculum, the integrated approach between the fields was placed emphasis on. It was classified integrated instruction between the fields. One is integrating speaking and writing and listening and reading, and the other is integrating the fields of grammar and literature and those of listening, speaking, reading and writing. The first has a tendency to appear in the elective curriculum in the high school. Integrated approach in the same field was introduced in the 2007 Revised Korean Language Curriculum and the 2011 Revised Korean Language Curriculum. This was related to newly-established the contents elements in the 2007 Revised Korean Language Curriculum. This study will provide valuable aid for those who are in search of information about the integrated approach in the Korean Language Curriculum.