중학교 사회 교과서 지리 영역의 다문화 교육내용 분석 = Analysis on multi-cultural education contents in geographic area within social studies in Middle Schools

다국어 초록 (Multilingual Abstract)

This study aims to propose the improvement approach by analyzing the multi-cultural education contents in the geographic area within social studies in middle schools implemented from 2013 in accordance with Educational Curriculum Revision in 2009. To this end, the multi-cultural education contents were analyzed around the Section <Diversity and Globalization of Culture> in the geographic area in "Social Study 2" textbook for the middle schools. The analysis results are described below.
The students learned about a variety of countries, 114.0 times for 31.8 countries in average per textbook. However, only 25.9% introduced the regions in detail and other textbooks introduced only the country names The countries with diverse cultural landscape were introduced, 27.2 times for 14.0 countries in average per textbook. Although there are lots of country cases for religions, languages and food, urban, rural, residential, farming, clothing and historic landscape accounted for relatively low
percentage. Furthermore, the term 'multi-culture' was directly mentioned in 4 kinds of textbooks among analysis subjects. It emphasized the importance of attitude respecting other cultures and the generosity accepting others. The medium relevancy with multi-cultural education objectives showed excessively high percentage(83.3%) in the learning objectives by textbook. Thus, it is required to increase the percentage of learning objectives with high relevancy with multi-cultural education goals when developing the textbooks in the future. The high relevancy with the multi-cultural education objectives described in the learning objectives field was estimated when the contents included the positive attitude accepting and respecting other cultures, other races and other ethnic groups as well as the basic awareness on cultural diversity and the support to solve problems for the communities as the qualification for co-existence in multi-cultural society. Such contents are related to diversity, equality, identity and cooperation, the multi-cultural education contents.
The high, medium and low relevancy between the multi-cultural education objectives and investigation field in 6 kinds of textbooks was 41.8%, 56.7% and 1.5%, respectively. One representative case per diversity, identity and cooperation was selected among the common elements on investigation field in multi-cultural education contents. Then, each case was analysed in detail. In conclusion, the Section <Diversity and Globalization of Culture> generally reflected the multi-cultural education objectives and contents. However, it is required to put more endeavor for generating positive attitude accepting and respecting other cultures, other races and other
ethnic groups and making multi-cultural society members build up the ability to solve problems. To this end, without being restricted to the understanding and respect on diverse culture, the multi-cultural education in geographic area shall be the good medium for the multi-cultural education by proposing the education approaches which can be implemented in a real life and experience-focused tasks inducing the attitude of cooperation and identity through ceaseless research and revision Furthermore, such education shall be applied to all students as well as students in multi-cultural families by presenting a variety of unbiased cases related to multi-cultural education contents.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 대상 및 방법 2
• Ⅱ. 이론적 배경과 선행연구 7
• 1. 이론적 배경 7
• 1) 다문화 교육의 이해 7
• 2) 지리교육과 다문화 교육 10
• 2. 선행연구 12
• Ⅲ. 내용요소에 나타난 다문화 교육 양상 15
• 1. 국가 혹은 지역의 등장 빈도 분석 15
• 2. 문화경관별 등장 국가의 빈도 분석 24
• 3. '다문화' 용어의 언급 유무 분석 29
• Ⅳ. 학습목표와 탐구 활동 영역에 나타난 다문화 교육 양상 35
• 1. 학습목표 분석 35
• 1) 교과서별 학습목표 35
• 2) 다문화 교육 목표 및 내용과의 관련성 36
• 2. 탐구 활동 영역 분석 40
• 1) 교과서별 탐구 활동 영역 40
• 2) 다문화 교육 목표와의 관련성 42
• 3) 다문화 교육 내용과의 관련성 45
• Ⅴ. 결론 및 제언 58
• 참고 문헌 60
• Abstract 63