역사과 국가교육과정 내용구성 쟁점의 비판적 검토 = A Critical Review of Issues on Organizing Subject Matters for the National History Curriculum

다국어 초록 (Multilingual Abstract)

The purpose of this study is to critically research the issues for revising national history curriculum. As the result, it was intended to gain implications on what issues should be discussed for efficient history classroom. To this end, this study analyzed the nature of the controversial issues and the main contents of the discussion during the revision of the curriculum, focusing on the 2015 history curriculum.
This study analyzed three issues such as general principles in the national curriculum’s to history curriculum, the systematization of history curriculum based on school grade, and constructing world history subject matters. These are main issues that were mentioned whenever the national education process was revised.
The principles of syllabi proposed by the general principle of national curriculum do not have specific subjects in mind, and are often not appropriate for historical education. Nevertheless, it is necessary to critically understand principles of syllabi presented in the general discussion, and analyze how to apply it in other countries.
The most serious problem in discussing the systematization of historical course is that it focuses on differentiating historical subject matters by school level, and it is to divide the aspects and topics into units based on easy and difficult. In order to systematize, the syllabi should be organized from what perspective to approach historical facts rather than what contents to involve. It is necessary to organize contents that can be reconstructed according to historical interpretation, and to organize topics centered on historical main ideas, historical interests, and historical issues.
The subject matters of world history has been based on how to create an easy and interesting world history to attract students' attention. However, this kind of discussion did not reflect the nature of history learning, nor did it increase students' choice of world history subject. The subject matters of world history should be selected and organized from the perspective of meaningful historical knowledge to students.

참고문헌 (Reference)

1 이미미, "중요한 역사 내용이란?: 내용 선정 기준 연구 분석 및 시사점" 역사교육연구회 (135) : 121-158, 2015

2 김일기, "제7차 교육과정의 상세화를 통한 사회과 내용체계에 관한 연구, 1998년도 교육부 위탁과제 811-43의 답신보고서" 한국교원대학교 사회과 교육과정 연구위원회 1998

3 김한종, "역사수업의 원리" 책과함께 2007

4 방지원, "역사교육의 계열화 연구" 한국교원대학교 대학원 2006

5 강선주, "역사교육 새로보기" 한울아카데미 2015

6 신소연, "역사 교육과정의 개정과 계열성 적용의 난맥" 역사교육연구회 (124) : 93-137, 2012

7 양호환, "세계사 교육: 변화의 담론과 교과서 서술의 현실" 역사교육연구회 (140) : 1-38, 2016

8 강선주, "세계는 역사를 어떻게 교육하는가" 한울 2017

9 김정욱, "서양사 내용요소 선정 및 체계화: 세계사 이론 도입과 그 취지의 실현을 중심으로" 역사교육연구회 (147) : 237-273, 2018

10 미국사회과교육협의회, "사회과 교육과정 표준" 협신사 2006

11 Dececo, "데세코(DeCeco) 프로젝트: 핵심역량 정의 및 선정프로젝트 요약" 민주화운동기념사업회 2008

12 김한종, "교육과정 구성 논리로 본 2015개정역사교육과정의 쟁점" 한국역사교육학회 (23) : 7-49, 2015

13 Grant, S. G., "Teaching History with Big Ideas" Rowman & Littlefield Publishing Company, Inc. 2010

14 진재관, "2015역사과 교육과정 시안 개발 연구" 한국교육과정평가원 2015

15 황은희, "2015 개정 초등 사회과(역사 영역) 교육과정 고찰: 주제 중심의 통합적 구성? 초등 역사교육에 대한 고민 부재!" 한국역사교육학회 (23) : 51-86, 2015

16 지모선, "2015 개정 교육과정과 <동아시아사> 교육과정 검토" 역사교육연구회 (143) : 41-92, 2017