일본 역사교과서 서술체제의 변화 -자유발행제에서 검인정제도까지(명치초~현재)-

이충호 ( Choong Ho Lee ) 역사교육학회 2004 역사교육논집 Vol.32 No.-

Before the period of Meiji in Japan, soldiers produced history books in the form of collection of letters to teach their family`s history. History books in the earlier period of Meiji described history from the realistic viewpoint. Free issued history books, which were mainly the translation of western books, were not much distinct from general publications. History textbooks for elementary schools issued by the Ministry of Education of Japan for the first time were `A Brief History (史略)`. As history textbooks were described realistically those times, Japanese emperors were not an object of worship. From the 1880s, the Japanese government`s centralism and intervention brought about control of a textbook system. Japanese textbook system shifted from the return system to the authorization system. In the 1890s history textbooks authorized by the Japanese government were published, but they were not distorted as politically as in recent times. Between 1886 and 1903 the purpose of history education is to make students understand the structure of the country and to strengthen the people`s nationalism. Under the textbook authorization system a portrait of Jinmu the Emperor (神武天皇) appeared in history textbooks, and it gave a strong image to Japanese people of the period of Meiji(明治). For about 40 years from `Textbook Graft Scandal` in 1902, the government-issued textbook system was established in Japan. In this period the Japanese government published seven history textbooks with six of them in the period of Militarism and one of them in the period of the U.S. military rule. The history textbooks showed Japanese militarism represented by a slogan `We are willing to die just for the Emperor.` From 1953 to today the Ministry of Education of Japan has adopted textbook authorization system again. There have been history distortions in textbooks such as a slanted textbook of social studies in 1955, Ienaga textbook trial in 1965, and the distortion of textbooks of Japanese history in 1982 and 1986 which were revised because of a strong protest of Korea and China. In 2001 `New History Textbook` authorized by the Ministry of Education of Japan which included severely distorted history caused a great sensation. In recent times history textbooks of Japan are inclined to describe distorted history with the rebirth of militarism. Although Japan says its history textbooks are described from the viewpoint of Japan and Japanese emperors, the question whether they are described from the perspective of people in general and the world history is being raised. History textbooks of Japan under the government-issued textbook system had an absolute authority because they were used as a common material in history education all over the country, and had a great influence on forming Japanese people`s thought because the content of the textbooks was taught as a truth.

한국사상(韓國思想)(사학(史學)) : 고등학교 「한국사」 교과서의 고대(古代) "불교사(佛敎史)" 서술 검토

박미선 ( Mi Sun Park ) 한국사상문화학회 2011 韓國思想과 文化 Vol.59 No.-

2009년 교육과정 개정안과 2010년 부분 개정안에 따라 2011년부터 기존의 國定 「국사」교과서 대신 6종의 檢定 「한국사」교과서가 고등학교에서 사용되고 있다. 본래 2009년 개정안에서는 국사와 세계사를 결합한 「역사」과목과 교과서를 계획했으며, 이 「역사」는 근현대사를 중심으로 구성하였다. 그러나 2010년 「역사」를 「한국사」로 급히 변경하였고, 그로 인해 전근대사를 추가적으로 서술해야 했다. 결국 기존 「국사」교과서에 서술된 전근대사 내용을 요약·정리하여 「한국사」 교과서에 수록하게 되었고, 이로써 새 교과서는 근현대사와 전근대사의 불균형, 체제의 비통일성 등 많은 문제점을 내포하게 되었다. 이 글에서는 새 교과서에서 고대 불교에 대해 어떻게 서술하고 있는지, 기존 교과서와는 어떤 차별점이 있으며, 또 어떤 문제점이 있는지를 검토해 보고자 한다. 불교는 한국 역사와 문화를 이해하는 키워드로, 특히 불교를 수용하여 한국문화의 한 축으로 형성한 때가 바로 고대이므로 불교문화를 제외하고 고대사를 설명하기도 이해하기도 어렵기 때문이다. 먼저 6종의 검정 교과서를 비교·검토하고, 이를 기존의 국정 국사 교과사와 비교해 보았다. 기존 「국사」는 정치·경제·사회·문화분야로 나누어 서술된 데 비해, 검정 교과서들은 개설적인 서술 방식으로 정치사와 문화사 중심으로 서술하고 있다. 고대 불교에 대한 서술을 비교해 본 결과, 6종의 교과서는 서술 분량에서 차이가 있었고, 그 원인은 불교미술에 대한 서술 분량의 차이에 있었다. 공통적으로 삼국시대에 비해 남북국시대의 불교 서술이 매우 소략하며, 남북국시대 불교를 다루지 않은 교과서도 있었다. 최근에 신라 말 ``禪宗``에 대한 연구가 늘어나고 있는 경향과는 전혀 다른 모습이다. 그 결과 새 교과서 또한 삼국의 ``불교 수용``만 집중적으로 서술하는 태도를 답습하고 있다. 또한 「국사」교과서의 내용을 요약하여 새 교과서에 싣다보니, ``불교문화가 발전했다``와 같은 결론만 서술하거나 불교미술의 종류와 명칭을 ``나열``하는 형태를 보이고 있다. 이러한 서술 방식으로는 학습자들이 역사적 지식을 ``이해``하기란 어려우며, 이해할 수 없는 경우 ``암기``로 이어지게 되고, ``암기``는 곧 학습 부담이 된다. 따라서 내용의 많고 적음을 떠나 ``역사적 판단력 함양``을 역사교육의 목표로 한다면, 단순한 사실의 나열이나 불교미술의 나열이 아닌 시대적·사상적 배경과 因果관계 등 좀더 ``친절한`` 서술 방식이 필요하다. According to the 2009 National Curriculum Amendment and 2010 Partial Amendment, six authorized ``HANKUKSA: Korean History`` textbooks have been used in high school instead of the existing ``KUKSA: National History`` textbook. The original 2009 Amendment had a plan of making ``YUKSA: History`` subject and textbooks by combining the national and world history, centered on the modern and contemporary history. But in 2010, ``YUKSA`` was changed by ``HANKUKSA`` urgently, which made additional description of premodern history inevitable. As a result, the descriptions on premodern history in the existing ``KUKSA`` were summarized and organized to be included in the new ``HANKUKSA``; therefore, the new textbook showed many problems such as the imbalance between premodern and modern-contemporary history and lack of formation-unity. The present study was performed to investigate how the new textbooks describes the Ancient Buddhism, what kinds of difference they show and what kinds of problem they include. Buddhism is the keyword in understanding Korean history and culture, and it was the Ancient Era when the Buddhism was accepted and became the axis of Korean culture. So, we can neither explain nor understand the ancient history except the Buddhist culture, and that is the reason why Buddhism should be centered on. First, six kinds of authorized textbooks were compared one another and then with the existing national Korean history textbooks. Contents of the existing ``KUKSA`` were described by political, economical, social and cultural aspects, but, on the contrary, authorized textbooks were done by centering on the political and cultural history with the method of introductory description. Comparing the description of Ancient Buddhism, quantitative differences were found in six textbooks, especially, those of Buddhist arts. Commonly, the Buddhism descriptions of North and South States Period were rougher and more negligent than the Era of Three States, and even some textbook has no part of North and South States Period Buddhism. It did not match the recent trend that investigating the Zen of late Shilla is steadily increasing. As a result, the new textbooks followed the old trend again which were concentrated on the intensive descriptions of Buddhism embracement in the Era of Three States. Also, because the contents of ``KUKSA`` were summarized and included in the new textbooks, we could find only the conclusion like ``Buddhist arts were developed`` or the lists of categories and names of Buddhist arts. Such descriptions cannot make learners` understood the historical knowledge. If learners cannot understand the knowledge, they will try to ``memorize`` it, which will burden them. So, if the aim of history education is to ``foster the historical judgement`` regardless of the quantity, more ``kind`` method of description is needed by providing the background of the time and ideology and the causal relationship, instead of the lists of simple facts or Buddhist arts.

현대중국 역사교과서의 역사

김지훈(Kim, Ji-Hoon) 백산학회 2006 白山學報 Vol.- No.75

For 40 years since the People’s Republic of China had been established, the history textbooks of China were exclusively published and supplied by the people Education Press founded in 1950. However, after China reformed and opened the textbook market to a qualification system, the market entered into competition. About 100 publishing companies in China have published about 3,600 kinds of textbooks by 2004 and they are still intensely competing with each other. The history textbooks of China have been changed over 10 times because they were closely related to the political situation of China. The books were originally based on the Marxism, the Leninism, the Mao Zedong thought, and the dialectical and historical materialism. However, recent history textbooks published after the reformation and opening showed that the ideology in the books had slightly been changed. China had used the programbased system of the Soviet Union style for 50 years, but gradually moved to the curriculum standardbased system of the United America style. In addition, only one textbook of the history was published by the People Education Press before the reformation and opening, but now many different kinds of the textbooks are published. Educational styles have also shifted from an instructional standpoint by teachers to a learning based curriculum for students. Recently published textbooks showed the size of the books was enlarged and the quality of the paper and print was significantly improved; they contained color prints. China changed the history textbook and curriculum and put considerable effort into motivating students to think and study for themselves. The History Curriculum Standard and The History Program are the programs that provide a fundamental guideline for the education and publication of the history textbook of China. China runs a new education curriculum of the 21st century that uses three kinds of History textbooks: Fulltime Mandatory Education of History Curriculum Standard, Fulltime Mandatory Education of History and Society Curriculum Standard I and Fulltime Mandatory Education of History and Society Curriculum Standard II in the middle schools. The high schools use the General High School History Curriculum Standard. According to these national History Curriculum Standards, a variety of the textbooks have been published. China uses several textbooks together published according to the guidelines by The History Curriculum Standard and The History Program. The middle schools use the middle school history textbooks published by the guide lines of The History Program (established in 2000) in 2001 and the high schools use the high school history textbooks passed by the National Qualification Test in 2003. The middle schools also use the Middle School Experimental History Textbooks published by the new History Curriculum Standard in 2001 and the high schools has started to use the experimental textbooks since 2004. There are six national level history books for the middle schools and one for the high schools in China (by February, 2006), which were published by the guidelines of The History Curriculum Standard and The History Program and are being used in all the schools. The experimental textbooks that meet the national standard described in The History Curriculum Standards are fifteen: eleven middle school textbooks (eight including Chinese History and World History and three including History and Society) and four high school textbooks which include History. In addition, some cities such as Shanghai City use unique textbooks for their own local curriculums. The history textbooks have been changed through the establishment of the People’s Republic of China, the Great Leap Forward, the Cultural Revolution and the Reformation and Opening. The historical descriptions of China’s relations with other countries have been changed along with changes in international relationships.

고등학교 「한국사」 교과서의 古代 ‘佛敎史’ 서술 검토

박미선 한국사상문화학회 2011 韓國思想과 文化 Vol.59 No.-

According to the 2009 National Curriculum Amendment and 2010 Partial Amendment, six authorized 'HANKUKSA: Korean History' textbooks have been used in high school instead of the existing 'KUKSA: National History' textbook. The original 2009 Amendment had a plan of making 'YUKSA: History' subject and textbooks by combining the national and world history, centered on the modern and contemporary history. But in 2010, 'YUKSA' was changed by 'HANKUKSA' urgently, which made additional description of premodern history inevitable. As a result, the descriptions on premodern history in the existing 'KUKSA' were summarized and organized to be included in the new 'HANKUKSA'; therefore, the new textbook showed many problems such as the imbalance between premodern and modern-contemporary history and lack of formation-unity. The present study was performed to investigate how the new textbooks describes the Ancient Buddhism, what kinds of difference they show and what kinds of problem they include. Buddhism is the keyword in understanding Korean history and culture, and it was the Ancient Era when the Buddhism was accepted and became the axis of Korean culture. So, we can neither explain nor understand the ancient history except the Buddhist culture, and that is the reason why Buddhism should be centered on. First, six kinds of authorized textbooks were compared one another and then with the existing national Korean history textbooks. Contents of the existing 'KUKSA' were described by political, economical, social and cultural aspects, but, on the contrary, authorized textbooks were done by centering on the political and cultural history with the method of introductory description. Comparing the description of Ancient Buddhism, quantitative differences were found in six textbooks, especially, those of Buddhist arts. Commonly, the Buddhism descriptions of North and South States Period were rougher and more negligent than the Era of Three States, and even some textbook has no part of North and South States Period Buddhism. It did not match the recent trend that investigating the Zen of late Shilla is steadily increasing. As a result, the new textbooks followed the old trend again which were concentrated on the intensive descriptions of Buddhism embracement in the Era of Three States. Also, because the contents of 'KUKSA' were summarized and included in the new textbooks, we could find only the conclusion like 'Buddhist arts were developed' or the lists of categories and names of Buddhist arts. Such descriptions cannot make learners' understood the historical knowledge. If learners cannot understand the knowledge, they will try to 'memorize' it, which will burden them. So, if the aim of history education is to 'foster the historical judgement' regardless of the quantity, more 'kind' method of description is needed by providing the background of the time and ideology and the causal relationship, instead of the lists of simple facts or Buddhist arts. 2009년 교육과정 개정안과 2010년 부분 개정안에 따라 2011년부터 기존의 國定 「국사」교과서 대신 6종의 檢定 「한국사」교과서가 고등학교에서 사용되고 있다. 본래 2009년 개정안에서는 국사와 세계사를 결합한 「역사」과목과 교과서를 계획했으며, 이 「역사」는 근현대사를 중심으로 구성하였다. 그러나 2010년 「역사」를 「한국사」로 급히 변경하였고, 그로 인해 전근대사를 추가적으로 서술해야 했다. 결국 기존 「국사」교과서에 서술된 전근대사 내용을 요약⋅정리하여 「한국사」 교과서에 수록하게 되었고, 이로써 새 교과서는 근현대사와 전근대사의 불균형, 체제의 비통일성 등 많은 문제점을 내포하게 되었다. 이 글에서는 새 교과서에서 고대 불교에 대해 어떻게 서술하고 있는지, 기존 교과서와는 어떤 차별점이 있으며, 또 어떤 문제점이 있는지를 검토해 보고자 한다. 불교는 한국 역사와 문화를 이해하는 키워드로, 특히 불교를 수용하여 한국문화의 한 축으로 형성한 때가 바로 고대이므로 불교문화를 제외하고 고대사를 설명하기도 이해하기도 어렵기 때문이다. 먼저 6종의 검정 교과서를 비교⋅검토하고, 이를 기존의 국정 국사 교과사와 비교해 보았다. 기존 「국사」는 정치⋅경제⋅사회⋅문화분야로 나누어 서술된 데 비해, 검정 교과서들은 개설적인 서술 방식으로 정치사와 문화사 중심으로 서술하고 있다. 고대 불교에 대한 서술을 비교해 본 결과, 6종의 교과서는 서술 분량에서 차이가 있었고, 그 원인은 불교미술에 대한 서술 분량의 차이에 있었다. 공통적으로 삼국시대에 비해 남북국시대의 불교 서술이 매우 소략하며, 남북국시대 불교를 다루지 않은 교과서도 있었다. 최근에 신라 말 ‘禪宗’에 대한 연구가 늘어나고 있는 경향과는 전혀 다른 모습이다. 그 결과 새 교과서 또한 삼국의 ‘불교 수용’만 집중적으로 서술하는 태도를 답습하고 있다. 또한 「국사」교과서의 내용을 요약하여 새 교과서에 싣다보니, ‘불교문화가 발전했다’와 같은 결론만 서술하거나 불교미술의 종류와 명칭을 ‘나열’하는 형태를 보이고 있다. 이러한 서술 방식으로는 학습자들이 역사적 지식을 ‘이해’하기란 어려우며, 이해할 수 없는 경우 ‘암기’로 이어지게 되고, ‘암기’는 곧 학습 부담이 된다. 따라서 내용의 많고 적음을 떠나 ‘역사적 판단력 함양’을 역사교육의 목표로 한다면, 단순한 사실의 나열이나 불교미술의 나열이 아닌 시대적⋅사상적 배경과 因果관계 등 좀더 ‘친절한’ 서술 방식이 필요하다.

중국(中國) 현행 중등직업학교(中等職業學校)와 보통고중(普通高中) 역사교과서(歷史敎科書)의 한국사(韓國史) 관련 서술 비교

禹成旼 ( Woo¸ Sung Min ) 중국사학회 2021 中國史硏究 Vol.- No.134

The Ministry of Education of the People’s Republic of China in February 2020 published the "standards for ideological and political education, language, and history in secondary vocational schools," and announced that history will be the first one among these three subjects to become a compulsory part of secondary vocational education, starting from the fall of 2020. The Ministry asserted that the ultimate goal of such attempt is to promote the stability and lasting reign of the Communist Party of China and the Chinese state, emphasizing that history textbooks hold a great deal of strategic significance for the great revival of the Chinese nation. This paper examines the "standards for history education in secondary vocational schools (2020)," and reviews issues associated with the descriptions of Korean history in the current history textbooks of secondary vocational schools, History of China and World History. This study also analyzes how these textbooks describe Korean history, in comparison to The Outline of Chinese and Foreign History (中外歷史綱要), the standard history textbook for general high schools which was published after the country adopted government-issued textbooks when President Xi Jinping began his second term in office. It can be said that Korea accounts for larger shares in History of China and World History for secondary vocational schools, compared to the history textbook used by general high schools, of which descriptions of Korea have been significantly reduced since 2001 when China standardized its textbooks. Further, unlike The Outline of Chinese and Foreign History, these two textbooks have sections dedicated to "ancient Joseon (Korea)," put "Joseon (Korea)" before Japan, and include positive narratives about cultural exchanges between Korea and China. It is worth noting that the textbooks suggest that ancient Korea made a significant contribution to cultural development and that Korean culture was conveyed to China. These run counter to the general trend observed in the Chinese academia, in which research on cultural history―focused on China-centered cultural diffusion― is increasing rapidly and the research outcomes are being incorporated into the textbooks. The Outline of Chinese and Foreign History displays an inherent inconsistency in some parts, and different perceptions of history that do not match those of the country’s previous textbooks. Such a gap is expected to serve as an example that can clearly show how China's historical perception has changed after President Xi Jinping took power and the country shifted to government-approved textbooks.

세계사 교과서 속의 미국 : 제7차 교육과정 세계사 교과서를 중심으로

丁慶姬(Chung Kyung-Hee) 歷史敎育硏究會 2010 역사교육 Vol.114 No.-

Recently, Korea’s existing World History textbooks have been criticized as Eurocentric. Under this circumstance, newly published history textbooks aim to be more balanced by incorporating history of the Third World, which has been largely ignored. This poses another problem because the United States of America has never received its due attention in Korea’s World History textbooks. How is America presented in the World History textbooks of Korea? Do the textbooks show the unbiased historical consciousness of America? Do they recognize American history in the international context? This paper attempts to analyze all the narratives related to America in all three high school World History textbooks of Korea, with an intention to explore ways to produce a desirable, balanced World History textbook. As for the quantity of the American history part, it is absolutely insufficient in all three high school World History textbooks. Only ‘the American Revolution’ is covered as an independent historical event while many significant historical events are left out. As for ‘the Civil War’, it is described not in a comprehensible way, but only vaguely as part of ‘American development in the 19th century.’ As for the quality of the American history part, all the textbooks show a number of fallacy in writing historical facts one notable example would be depicting Abraham Lincoln as an abolitionist. In explaining the Cold War, it seems that especially one textbook fails to maintain impartiality. In conclusion, Korea’s high school World History textbooks have to be revised to be elaborate and balanced World History textbooks.

고등학교 한국사 관련 교과서에 나타난 천주교회사 서술

김아네스(Kim Agnes) 한국교회사연구소 2011 敎會史硏究 Vol.0 No.36

This paper aims at critically exploring the descriptions of Korean Catholic history in high school Korean history textbooks. The study examined textbooks currently used in high schools, which include National History(Guksa), Korean Modern and Contemporary History(Hanguk Geunhyeondaesa), and Korean History (Hanguksa). The study analyzes the formats and the contents of the textbooks, points out the problems in the description of the Korean Catholic history and presents suggestions for improvement. In terms of formats, Catholicism was rarely selected as a topic, and the description on Catholic was minimal. National History(Guksa) selected ‘propagation of Catholic’ in late Joseon era as a sub-topic. Korean Modern and Contemporary History(Hanguk Geunhyeondaesa) and Korean History(Hanguksa) described on the acceptance of Catholic and persecution under the sub-topic of social transformation in late Joseon era. In the modern history chapter, Korean history textbooks rarely dealt with religions including Catholic. Textbooks should provide more description on the achievements of Catholic churches. For example, in late Joseon Catholic churches criticized Confucius social order, and in modern history Catholic churches contributed to the democratization of the nation. Chronologically, Korean history textbooks described on the acceptance of and persecution on Catholic churches in late 18th century. In describing early catholic history, current textbooks did not give weight to the catholic catechism and the significance of establishing churches volunteered by parishioners in the absence of missionaries. The textbooks should supplement such contents as catechism that early catholic believers accepted and the significance of their worship. They should also present the ideological and socio-political perspectives by explaining the reason why Joseon government persecuted Catholic churches and examining the factors that affected the spread of Catholicism despite the persecution. In the modem history chapter, textbooks described that Catholic institutions took the lead in providing the social welfare services by running orphanages and convalescent homes. The books also mentioned that Catholic institutions established schools and published newspapers, therefore, contributed in enlightening the people. In the Japanese colonial times chapter, the textbooks described that Catholic churches continued to provide the welfare services and participated in national in dependence movements. They also give light to the Catholic parishioners in Manchuria who organized Uimindan and pioneered in anti-Japanese movement. In terms of contemporary history, a couple of textbooks described major Catholic commemorative events and social welfare services. Pro-Japanese activities or corruption by religious figures were rarely mentioned in the textbooks. In the future, the textbooks should present balanced point of view by describing both contributions and the problems of the Catholic churches in the Korean history.

제7차 교육과정에 따른 중,고등학교 사회교과서(서양사부분)의 문제점과 개선과제

김중락 ( Kim Jung Lag ) 역사교육학회 2003 역사교육논집 Vol.31 No.-

The aim of this paper is to analyse the western history part of the Social Studies textbooks for the middle and high schools according to the 7th national curriculum. As the new national curriculum has been implemented from early 2001, all Korean middle and high schools are using new textbooks which were approved by the government. The are about 8-10 new textbooks for each grade between the 8th and the 10the. In comparison to the 6th national curriculum all textbooks are dramatically improved, particularly in their appearance. However, many problems remain to be solved. Firstly, the history part of the Social Studies textbooks were not integrated into Social Studies, an umbrella term which consists of history, geography, and social science(politics, laws, and economics). Integration of all three elements is one of the most important aim of the 7th national curriculum for Social Studies. Even though every textbooks contain all three elements, but history chapters deal with history exclusively except two chapters in high school textbooks for 10th grade. Vice versa. However, the integration shown in the two chapters for the 10th grade was made unevenly, as they were oriented in favour of social science, neglecting history and geography. The topics also deal too much with western institutions such as democracy and economic developments. Secondly, the new textbooks are not equipped to achieve the self-directed history learning which is another main aim of the new national curriculum. The biggest problem is that they deal with too many subjects in too small volume. The narratives on historical events and processes are in most case too simple to understand anything. They are entirely designed to memorize rather than to explore. The historical sources and activities required are often not relevant, too difficult and not useful. The activities designed for the able students are also quite limited, as they were fixed by the national curriculum. Thirdly, the new textbooks failed to update the new research trends and sticks to the old theories. They, for instance, still argue that the English Revolution is a bourgeois revolution. They also neglect social and cultural aspects of history, as political history is too much emphasized. And they have the western approach of western history, ignoring many other civilization which had huge impact on the western society. A western history in terms of relation with other parts of world is hardly found, even in the topics like Crusades and the western expansion to America, Asia and Africa. Lastly, the narrative style of text is hardly friendly to the students. It never employs friendly questions in the text to readers, which give students an impression that history is a boring subject. All these problems the new textbooks contain have something to do with the new national curriculum itself in most case. The new national curriculum preconditioned the writing of the new textbooks as an act. The writers never had a fair chance to use their abilities freely, as the contents, interpretations and value in the history part of the textbooks are legally fixed in the new national curriculum. However, the small number of the writers for each textbook was also a big hinderance in the making of the Social Studies textbooks. (Kyungpook National University)

‘동북공정’ 전후 중국 역사교과서의 한국사 인식과 서술 변화에 대한 검토

우성민 동북아역사재단 2022 東北亞歷史論叢 Vol.- No.78

Twenty years have passed since China officially implemented the “Northeast Project.” This study revisits the correlations between the Northeast Project and Chinese history textbooks, the changes in the description and perception of Korean history in the textbooks after the Northeast Project, their impact and implications on Korea-China relations. According to “Changes in the description of Koguryo in Chinese history textbooks,” written by Ma Dazheng who led the Northeast Project, the revision of history textbook was presupposed and prepared on a national scale since even before the official launch of the project. This can serve as an important clue to reveal China’s intention to incorporating the historical perception of the “Northeast Project” into Chinese history textbooks. This study, based upon such awareness, discusses the descriptions about Gojoseon, Koguryo, Balhae, modern Korea-China relations, and the Korean War. This article also touches upon the changes in the description of the “Great Wall” which has the same context as the project’s historical perception, although it is not part of the agenda of the Northeast Project. Furthermore, some descriptions of Goryeo and Joseon have also been included in the scope of this study in order to discuss the premodern and modern history diachronically. The “unified multi-ethnic nation theory,” which is the key of the “Northeast Project” was applied to China’s history education, starting from the curriculum of 1980 to abbreviate the description of Koguryo and omit Sui and Tang’s war against Koguryo. Balhae history was incorporated into Chinese history even earlier, starting from the 1963 curriculum. The Chinese curriculum in the 1980 educational program began stating that Balhae had been a local government located within the border of China. The historical perception of the Northeast Project can also be observed in the description of Gojoseon. The history textbooks see the Han period when the Four Commanderies of Han were installed as the key period to describe Gojoseon from the Chinese point of view. The textbooks emphasize that Wiman Joseon was founded while many Chinese people were seeking asylum from the political turmoil during the Warring States, Jin and Han periods. The description of the Imjin War stresses the relationship between Joseon and China, represented by the idiom, “without the lips, the teeth feel the cold.” When it comes to the modern history, many textbooks do not mention Article 1 of the Shimonoseki Treaty which stipulates the independence of Joseon as part of their description about the Sino- Japanese War. Attention should be paid to the fact that the textbooks reflect China’s historical perception regarding the subordinate relationship between the Korean Peninsula and China. In the same context, the textbooks justify China’s participation in the Korean War from China’s point of view by stating that the United States invaded the Korean Peninsula and started the Korean War, and North Korea requested China to enter the war. Chinese history textbooks published in 1982 used the map of the Great Wall from the Ming Dynasty which marks the Amnok River as the eastern end of the Great Wall. The descriptions of different historical issues between Korea and China show that Chinese history textbooks were already reflecting the historical perception of the Northeast Project even before its implementation. As Korea-China relations were aggravated due to the controversies surrounding the Northeast Project, the descriptions about Koguryo in the Chinese textbooks have been abbreviated or removed to avoid conflict over sensitive issues in consideration of the oral agreement on five items regarding the distortion of Koguryo history. However, the historical perception of the Northeast Project still persists in the textbooks. Descriptions of not only Koguryo but also the premodern history of Korea have mostly gone and the in...

『세계사』교과서 일본사 관련 서술의 현황과 전망-전근대사 서술을 중심으로-

정순일 한일관계사학회 2017 한일관계사연구 Vol.58 No.-

이 글에서는 현행 고등학교 『세계사』 교과서 4종의 내용체계를 비교 분석하고, 일본 전근대사 서술에 보이는 특징을 검토하였다. 나아가 최근 고시된 ‘2015 개정 교육과정’ 및 교과서 집필기준을 살펴봄으로써 새롭게 간행될 교과서에서 일본사 서술이 어떤 방향으로 변화하게 될 것인지, 혹은 어떻게 변화해야 할 것인지 전망하였다. 아울러 제도적・정책적으로 뒷받침되어야 할 사안에 대해서도 제언하였다. 현행 교육과정에서는 ‘지역 세계’ 및 ‘교류와 교역’이 중시되어, 결과적으로 일본 전근대사 서술이 연대기적으로 맥락 있게 이루어지는 것이 아니라 각 단원에 일부분씩 분산되는 형태를 띠게 되었다. 내용 분석을 통해서는, 4종 교과서가 저마다 특징 있는 서술을 하고 있음이 확인되었다. 한편, 오개념과 애매모호한 설명이 적지 않게 보였다. 시대별 특성을 드러내지 못하는 제목의 설정도 문제시된다고 할 수 있다. 현행 고등학교 『세계사』교과서에서는 ‘문화 수용자’로서의 일본 이미지가 부각되고 있다. 그러나, 모든 문화 요소가 일방향으로만 흐른다는 이해는 오히려 ‘비역사적’으로, 문화와 문물의 쌍방향적 혹은 다자적 이동에 주목해야 할 것이다. 또한, 4종 교과서 모두에서 일본사가 동아시아라는 제한된 무대를 넘어 광역 세계 속에서 전개되었음을 확인할 수 있는데, 이것은 교육학적 활용이 기대되는 부분으로 평가된다. 새롭게 발표된 ‘2015 교육과정’의 핵심은 학습 부담의 경감을 위해 학습 내용을 대폭 줄이기로 했다는 것이다. 그러나 일본사에 한정해서 본다면, 관련 성취기준 내지 학습요소가 감소한 것이 아니기 때문에 앞으로 간행될 교과서에서도 서술 분량이 줄어들지는 않을 것으로 전망된다. 현행 교과서의 일본 전근대사 관련 기술이 흩어져 있었던 데 대해, 새로운 교육과정에 의한 교과서에서는 내용이 상대적으로 일목요연하게 배치될 것으로 보여, 학습자의 입장에서는 오히려 일본역사의 시계열적인 흐름을 파악하기 쉬워졌다는 평가도 가능하다. 한국적 현실을 감안하면, 일본 전근대사 서술이 현행 교과서 수준보다 구체화・체계화될 것이라 보기는 힘들다. 중요한 것은 한정된 ‘재료’(교과서)를 가지고 어떻게 ‘요리’(교육)를 할 것인가이다. 보다 나은 일본사 교육을 위해서는 우선적으로 교사 대상 연수(재교육)의 실시가 절실히 요구된다. 그 이외의 정책적・제도적인 개선도 뒤따라야 할 것이다. 아울러, 교사-학생들이 쉽게 이용할 수 있는 ‘질 좋은’ 개설서, 참고서의 활발한 집필도 병행되어야 한다. The purpose of this study is to analyze the content system of four types of World History textbooks currently used in high schools comparatively and to examine the characteristics of descriptions of Japanese premodern history. Moreover, by examining the "2015 Revised National Curriculum" recently made public and the criteria of writing textbooks, this author studies how the descriptions of Japanese history will be changed or should be changed in newly published textbooks. Furthermore, this study suggests what needs to be supported institutionally as well as politically. The current curriculum stresses "The Regional World" and "Exchange and Trade." As a result, Japanese premodern history is not described within the context of a chronicle format, but is dispersed in different units. According to a content analysis, four different types of textbooks describe Japanese premodern history distinctly from each other. Meanwhile, there are not a few misconceptions or ambiguous explanations found. The title, which fails to capture the essence of a certain period, is also problematic. The current high school "World History" textbooks highlight Japan's image as "a culture receiver." But it is rather "unhistorical" to understand that all the elements of culture move in the same direction, thus we should also take note of either two-way or multilateral movements of culture and civilization. Also, all of these four types of textbooks describe the history of Japan as having developed not within the limited stage of East Asia but in the vast world. This is evaluated as having potential for pedagogical use. The core of the 2015 Curriculum, which was newly released, is to reduce learning content quite much in order to lessen the burden of learning. But if we examine only the history of Japan, we can see that neither the criteria of achievement nor the related elements of learning are reduced. Therefore, the textbooks to be published subsequently are also expected to maintain the amount of description. In the current textbooks, descriptions of Japan's premodern history are scattered. According to the new curriculum, the textbooks will arrange the contents rather more systematically. This can be evaluated from the position of learners. It will be easier to follow the flow of Japanese history by periods. Considering the current situation in Korea, we can hardly expect that descriptions of Japan's premodern history will become more concretized or systematized than in the current textbooks. What is important is how we should "cook" (teach) with limited "ingredients" (textbooks). To teach the history of Japan better, it is absolutely and preferentially necessary to train (retrain) teachers. Aside from that, political and institutional improvement should come next. Furthermore, it is necessary to write "quality" introductions and reference books which teachers and students can both use easily.