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현행 교육과정 초ㆍ중ㆍ고 한국사 내용 구성의 문제점과 개선 방안
文載景(Moon, Jai-Kyoung),方智嫄(Bang, Ji-Won) 역사교육연구회 2014 역사교육 Vol.131 No.-
‘Sequencing History Education’ actually means systematization of learning contents of elementary, middle and high school history curriculum. And differentiation strategies for classification in outward appearance is not quite the point of ‘Sequencing.’ Distinct differences found in history education contents for each tri-level school, could be the result of specialized contents formation based on the aims of elementary, middle and high school history education. ‘Sequencing History Education’ demands the multi-pronged efforts for systematization of learning contents; hierarchy of instructional objectives, plans for ‘doing history’ step-by-step, characterized learning topics and so on. Empirically, formal logic claim to stand for sequencing is largely meaningless and should be discouraged; for example, the standard of “life history for elementarypolitical history for middlesocial economy, and cultural history for high school” has proven empirically inefficient, impractical and even harmful to ‘Sequencing History Education’. It requires a more judicious approach to applying the new standards or methods for ‘Sequencing History Education’. If we hope some fruitful discussion and substantial amendments in ‘Sequencing History Education’, we should rely on the power of collective intelligence of academic and educational world. More important, however, is the greater political will for reasonable and collaborative system for curriculum development.
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문재경(Moon Jai-Kyoung) 효원사학회 2012 역사와 세계 Vol.- No.41
In this article, an analysis of the curricular and textbooks of elementary school social studies since the National Liberation, a review of cases of the education of world history in foreign countries, an examination of teachers'opinions, and an analysis of the contents of the current textbooks have been carried out to explore the possibility of the education of world history in elementary school social studies. World history related contents were taught in elementary school social studies from the period of syllabus to the second Curriculum since the National Liberation. We can find a number of cases from other countries inwhich elementary schools carry out the education of world history. Teachers also have voice on the possibility of teaching world history in relation with Korean history and of a partial education of world history integrated with general society and geography. From the descriptions in the current textbooks, we can identify that contents related with world history has been increased as background explanation for the understanding of Korean history. With the discussion so far, two proposals are made as plans for teaching world history in elementary schools. The first is an intra-subject integrative plan for teaching integrated contents of world history in relation with Korean history in Korean history classes, and the second is an inter-subject plan for teaching integrated contents of world history in relation with general society and geography. To teach integrated contents of world history in relation with Korean history is to understand Korean history in the context of the history of East Asia in the pre-modern period, and to understand it in the context of world history in the early-modern and modern periods. Also, to teach integrated contents of world history in relation with general society and geography is teach contents of universal human values in the realm of general society including human rights, peace, democracy etc. or contents in tandem with world history including the rise of civilization, religions in the world, pasts of countries near Korea. These plans can be referred to when the education of world history is to be carried out in elementary schools for the purposes of the extensive understanding of Korean history and of the education of world citizenship.
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