제7차 교육과정 고등학교 세계사 교과서 분석 = An Analysis on World History Texts for High School under the 7th Curriculum

다국어 초록 (Multilingual Abstract)

The purpose of this study is to confirm the various issues related to world history education by analyzing the texts and many changes in world history curriculum over 7 times. Further, it is to contribute to establish a desired course of world history for the purpose of cultivating world citizens who have specialty and universality meeting the changes and flows of global village times. The study is ranged from teaching plans(1946~1954) to the 7th curriculum(1997~) for the curriculum changes, with a target of 3 textbooks written for the 7th curriculum. In terms of the future world history education, the researcher discusses based on the actual conditions and improvement, focusing on establishing world history to be a compulsory subject, breaking from Europe-centralism, expanding the contemporary history, and connecting it to Korean history which have been pointed out by academics and researchers.
1. Summary
World history textbooks for the 7th curriculum have some features: (1) they makes students feel less bookish image by improving the format, quality, and colors.; (2) the more authors, about 5 writers, are responsible for writing world history textbooks, an increase relative to the past 2.5 authors, and a team of authors includes not only university professors but also high-school teachers, strengthening educational functions on the basis of the academic foundation and promoting to incorporate the practical aspects into the textbooks.; (3) various co-materials are provided with the text description for students-led textbooks, making it possible to study individualized inquiry-oriented learning at different levels, with different abilities.; (4) the content is divided into longitudinal times and horizontal region. Although the pre-modern times focuses on regional cultures and the modern․contemporary times are written around the topics, it is still limited to the chronological arrangement of historic facts on the whole.; (5) In spite of hard works, such as assigning an additional unit related to the Asian history to describe the conditions prior to the European history and distinguishing the history of Africa from that of America by discussing it in separate unit, the description style remains as it is-Europe-first and China-second.; (6) Although the contemporary history describes the history of Asia and that of Europe in combination, it contains mainly imperialism, the 1st and 2nd world wars, and the cold war focusing on Western-europe and America.
2. Suggestion
1) World history needs to be a compulsory subject in secondary curriculum. Since the break-down of the cold-war system, the world has saw endless conflicts and disputes among nations, races, and religions in connection with politics, economy, military affairs, and religious issues. Most of the conflicts and disputes come from the ignorance and distrust on relative cultures, and ethnocentrism. To the extent that a mechanism of worldwide interdependency defines the nature of the issues around the world, the education of world history is essential for cultivating a cosmopolitan who can deal with and adapt to complicated world.
2) It is required to escape from a Europe-centered view of world.
The textbooks under the 7th curriculum indicate that the significance of world history education lies in understanding the realities and constructing the future by having students understood the historic facts and realities of other nations and their inter-relationship. But, the current textbooks focuses on political affairs on a basic frame of Western-europe first and China second. The education based on those textbooks keeps students from understanding the global world, much less helping make developmental world history. When world history is understood and taught as a cross-cultural interaction based on the existing history of the Western-europe culture, the education will be escaped from the biases that have went through the relative superiority and dominance of the Western-europe.
3) The contemporary history needs to be expanded.
History, a life with dynamics and eternity that is connected to the current living and directed to the future, lives in one's soul. A good understanding of the contemporary history linked to today will meet the question of history in essence. So, for the right education of the contemporary history, various approaches, such as chronological, subject-directed, cultural, and case-study ones, are required in selecting and organizing the content so that students understand the present aspects and origin of the world. In addition, it focuse on the future-oriented matters such as peace and environment, which are directly connected to the coexistence of human beings.
4) World history need to be taught in connection with Korean history.
World history is a fundamental education in changing world, by which students establish their ethnic identity and are capable of playing roles as global citizen, and must be one of determiners that help open the future and destiny of Korea and Korean. Nevertheless, the problem is that the content of world history textbooks is not connected to Korean history. In the 3 textbooks, a description of Korean history is no more than 4 pages on average out of total 343 pages, especially each textbook has only 3~7 lines assigned to the historic description related to the divided condition of Korea.
To connect the universality of world history to the specialty of Korean history, it will be a good way to establish an incorporated？wHistory？x to be a complete independent subject, beyond the academic classification such as Korean history, the Eastern․Western history.

목차 (Table of Contents)

• < 목 차 >
• Ⅰ. 서론 = 1
• 1. 연구의 목적 = 1
• 2. 연구의 방법 및 범위 = 5
• Ⅱ. 세계사 교육과정의 변천과 특징 = 6
• 1. 교육목표 = 6
• 2. 교육과정의 변천과 특징 = 11
• Ⅲ. 제7차 세계사 교과서 분석 = 16
• 1. 편술 체계 분석 = 17
• 1) 판형 = 17
• 2) 집필진 = 18
• 3) 구성체계 = 20
• 4) 단원구성 = 23
• 2. 분량 분석 = 31
• 1) 전체 = 31
• 2) 단원별 = 33
• 3) 시대별 = 34
• 4) 지역별 = 36
• 5) 탐구활동을 위한 보조자료 = 39
• Ⅳ. 세계사 교육을 위한 제언 = 40
• 1. 세계사 교과의 필수화 = 40
• 2. 유럽 중심적 세계관 탈피 = 43
• 3. 현대사 교육의 확대 = 47
• 4. 한국사와 연계한 세계사 = 50
• Ⅴ. 결론 = 53
• 참고문헌 = 57
• Abstract = 60