2015 개정 교육과정 <한국사> 교과서들은 역사학습의 ‘다원적 관점(multiperspectivity)’을 어떻게 담았는가? (How do “Korean history” textbooks by the 2015 revised curriculum embody and support the 'Understanding History of ‘Multi Perspectivity'?)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 74호 / 3 ~ 44페이지
· 저자명 : 방지원

초록

For student learners, the multi perspective of history is a lens for insight into the past and the present. The process of forming one's own lens, by exploring the past through various lenses, is ultimately important in the process of historical understanding in multi perspectives. To do so, it is necessary to consider all three aspects inherent in the concept of multi perspective in the history textbook and class teaching design. According to studies at home and abroad, the multiperspectivity as a historical learning method and composition principle emphasizes that as a curriculum designer, teachers and textbook authors should provide learning opportunities to develop the ability to read historical source according to historical research norms. It also emphasizes careful design of learning experiences that address the multidisciplinary perspectives of subjects on the layers of time that extend from past to present. “Korean History” of the 2015 revised curriculum is very regrettable in terms of understanding history from a pluralistic perspective. The curriculum basically maintained the chronological framework of the national narrative, and focused on the delivery of core knowledge with the dry and concise statements as much as possible. Therefore, the textbooks of “Korean History” developed based on this have a common limit. There were many shortcomings in setting up various perspectives of historical interpretation to relativize national- centered narratives. And There were many problems that were customary in the activities for student's inquiry. It was confirmed that the historical inquiry, which has been a key part of the textbook since the 7th curriculum, has various structural problems even though it has to play a very important role in the history learning from a pluralistic perspective. For example, students had to approach dichotomously to past people's perspectives, or be indifferent to the relevance between different perspectives.,Even, there were cases where the author's judgment on historical events should be accepted. This is not a problem of textbooks, but it should be regarded as the current status and limitations of our history education. In the future, we should make efforts to set up more sophisticated learning topics and design learning activities.

영어초록

For student learners, the multi perspective of history is a lens for insight into the past and the present. The process of forming one's own lens, by exploring the past through various lenses, is ultimately important in the process of historical understanding in multi perspectives. To do so, it is necessary to consider all three aspects inherent in the concept of multi perspective in the history textbook and class teaching design. According to studies at home and abroad, the multiperspectivity as a historical learning method and composition principle emphasizes that as a curriculum designer, teachers and textbook authors should provide learning opportunities to develop the ability to read historical source according to historical research norms. It also emphasizes careful design of learning experiences that address the multidisciplinary perspectives of subjects on the layers of time that extend from past to present. “Korean History” of the 2015 revised curriculum is very regrettable in terms of understanding history from a pluralistic perspective. The curriculum basically maintained the chronological framework of the national narrative, and focused on the delivery of core knowledge with the dry and concise statements as much as possible. Therefore, the textbooks of “Korean History” developed based on this have a common limit. There were many shortcomings in setting up various perspectives of historical interpretation to relativize national- centered narratives. And There were many problems that were customary in the activities for student's inquiry. It was confirmed that the historical inquiry, which has been a key part of the textbook since the 7th curriculum, has various structural problems even though it has to play a very important role in the history learning from a pluralistic perspective. For example, students had to approach dichotomously to past people's perspectives, or be indifferent to the relevance between different perspectives.,Even, there were cases where the author's judgment on historical events should be accepted. This is not a problem of textbooks, but it should be regarded as the current status and limitations of our history education. In the future, we should make efforts to set up more sophisticated learning topics and design learning activities.

참고자료

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