재일동포 아동 대상 한·일 역사문화 교육 항목 선정 및 교육 방안 연구 : - 교류와 갈등을 중심으로 -

다국어 초록 (Multilingual Abstract)

This article recognizes the importance of Korea-Japan history and cultural education considering the lives of Korean students living in Japan. It is to prepare a plan to assist them grow into a knowledgeable global talents with balanced perspective. By diving the culture into exchanges and conflicts, studying them in an appropriate order, both Korea and Japan will be able to recognize that exchanges and conflicts had been repeated.
Although they recognized the need for history and culture education for Korean children in Japan, they often do not eliminate effective educational needs. In the case of history and cultural education related to Korea and Japan, Korean students in Japan experienced confusion due to differences in views between Korea and Japan. The interviews with experts and questionnaires exemplified these differences.
In order to find solutions to these issues, this article must first grasp the current status of history and cultural education in Korea and Japan for children. It should also educate the historical culture of conflict and exchange in an appropriate manner so that Korea and Japan can recognize that they developed into each other through mutual cooperation, and that they have been at odds with each other.
For this reason, this article proceeded with the following procedures:
Chapter 1. To clarify the necessity and purpose of this article and presents research methods. Furthermore, the research trend and direction of this article were examined through prior research analysis. It was found that history and cultural education for overseas Korean children needs to be balanced considering their local lives.
Chapter 2. Analyzed the social studies curriculum of Korean elementary schools, Japanese elementary schools, and Hangul schools by limiting the historical and cultural terms and scope of children's learners.
Chapter 3. We analyzed the contents of history and culture related to Korea and Japan through textbooks and study sites of educational institutions. Focusing on the scope analyzed in Chapter 2, after analyzing the textbook, five experts at the Korean language school were interviewed and 56 parents of the Korean language school were surveyed to reflect the demands of the site.
Chapter 4. Item screening was conducted. First, 52 historical and cultural items related to Korea and Japan were extracted through textbook analysis. Seven items were presented separately, showing differences in views between Korea and Japan. Second, through the interviews with experts, we prepared five criterias for screening items and categorized them into items of exchange and conflict for effective presentation. Items that were presented were categorized as exchange and conflict to experts at Hangeul School and derived 17 historical and cultural items. Thirdly, 17 historical and cultural items were finally verified. In the parent survey, 16 final items were derived by adding and excluding items.
After completing item selection, item arrangement was carried out. First, related historical culture is summarized as the main theme. The small themes were arranged so that the historical culture of exchange and conflict were presented in the appropriate order, then the historical culture is arranged from modern to ancient.
Chapter 5. Prepared specific educational measures based on the textbook composition of each educational institution. It consisted of three stages: introduction, development, and review. Based on the Doing History, a concrete educational model has been prepared that starts with the daily lives of child learners and moves around the world. Based on the educational model, two educational plans for the Japanese Invasion of Korea and the Joseon News Agency were drawn up.
Through this kind of history and culture education, we look forward to Korean children in Japan who have grown into global talent and are active around the world.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적 및 필요성 1
• 1.2. 연구 방법 및 절차 4
• 1.3. 선행 연구 검토 5
• 1.3.1. 재일동포 대상 민족 정체성 변화 연구 5
• 1.3.2. 재외동포 아동 및 청소년 학습자 대상 역사문화 교육 연구 7
• 1.3.3. 한·일 역사문화 관련 교육 방안 연구 9
• 2. 논의의 기초 11
• 2.1. 역사문화의 개념 및 범주 11
• 2.2. 기관별 역사문화 교육과정 14
• 2.2.1. 한국 초등학교 사회과 교육과정 15
• 2.2.2. 일본 소학교 사회과 교육과정 20
• 2.2.3. 재외 한글학교 한국사·한국 문화 교육과정 23
• 3. 재일동포 아동 학습자 대상 한·일 역사문화 교육을 위한 기초 조사 29
• 3.1. 교육 기관별 교과서 및 콘텐츠 분석 29
• 3.1.1. 한국 초등학교와 일본 소학교 사회과 교과서 분석 29
• 3.1.2. 한글학교 역사문화 교과서 분석 41
• 3.1.3. 재외동포 아동 학습자 대상 학습 콘텐츠 분석 42
• 3.2. 한국 역사문화 교육 방안 개발을 위한 요구분석 45
• 3.2.1. 한글학교 교사 대상 전문가 인터뷰 45
• 3.2.2. 한글학교 학부모 대상 설문조사 59
• 4. 재일동포 아동 학습자 대상 한·일 역사문화 교육 항목 선정 및 배열 68
• 4.1. 역사문화 교육 항목 선정 및 배열 절차 68
• 4.2. 한·일 관련 역사문화 교육 항목 선정 70
• 4.2.1. 1차 역사문화 교육 항목 선정 70
• 4.2.2. 2차 역사문화 교육 항목 선정 72
• 4.2.3. 최종 역사문화 교육 항목 선정 82
• 4.3. 역사문화 교육 항목의 배열 85
• 4.3.1. 역사문화 교육 항목 1차 배열 85
• 4.3.2. 역사문화 교육 항목 최종 배열 86
• 5. 재일동포 아동 학습자 대상 한·일 역사문화 교수·학습 방안 88
• 5.1. 교수·학습 목표 및 대상 88
• 5.2. 교수·학습 모형 설계 90
• 5.3. 교수·학습 자료 및 활동 방안 95
• 5.4. 수업의 실제 97
• 5.4.1. 한·일 갈등 중심의 역사문화 수업 지도안 98
• 5.4.2. 한·일 교류 중심의 역사문화 수업 지도안 104
• 6. 결론 108
• 6.1. 요약 108
• 6.2. 의의 및 한계 109
• 【참고문헌】 111
• 【부록】 117
• 【Abstract】 141