2015 개정 교육과정과 고등학교 세계사 (2015 Revised Curriculum and High School ‘World History’)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 60호 / 43 ~ 70페이지
· 저자명 : 박중현

초록

In the 2007 and 2009 revised curriculum, world history reflected necessity of exchange and interaction in the history that has been divided by cultures, and the idea of overcoming eurocentricism. However, the development team of the 2015 revised curriculum abandoned the global historical viewpoint and adopted the regional historical viewpoint in designing the world history curriculum, because, they argued, the former is too unfocused and enormous in volume for both students and teachers to adapt to.
However, in previous curricula, teachers made and were making due effort to adapt to teaching practice based on the new concepts. If application of new concepts is found difficult, it was more advisable for the government to increase training for the teachers and develop various materials so that teachers and students find world history more interesting and approachable, than to reverse the curriculum. However, the development team of the 2015 curriculum attributed crisis and problems related to world history education to global history, instead of investigating complex causes of such crisis and trying to make improvement.
The government has constantly provided achievement standards for the history department. Since 2014, the achievement evaluation system has been applied to high schools, and to all grades in high school from 2016. Also, if the 2015 curriculum was intended to expand core competency through big ideas and core concepts, it should have been revised based on existing research, because simply changing the statement form into the achievement standard format does not result in implementing core concepts or competency. It is difficult to deny that the previous curriculum based on global history is more suitable for that purpose than the new curriculum that is based on segmented syntax.
National curriculum a framework of educational direction of the country. For that reason, many countries around the world make effort to research curriculum in other countries and adopt beneficial features from them. The considerable amount of research on curriculum also suggests the significance of taking into account long-term effects of a curriculum. I hope the next revision of curriculum would be based on more rigorous analysis of problems that have been found in previous curriculum.

영어초록

In the 2007 and 2009 revised curriculum, world history reflected necessity of exchange and interaction in the history that has been divided by cultures, and the idea of overcoming eurocentricism. However, the development team of the 2015 revised curriculum abandoned the global historical viewpoint and adopted the regional historical viewpoint in designing the world history curriculum, because, they argued, the former is too unfocused and enormous in volume for both students and teachers to adapt to.
However, in previous curricula, teachers made and were making due effort to adapt to teaching practice based on the new concepts. If application of new concepts is found difficult, it was more advisable for the government to increase training for the teachers and develop various materials so that teachers and students find world history more interesting and approachable, than to reverse the curriculum. However, the development team of the 2015 curriculum attributed crisis and problems related to world history education to global history, instead of investigating complex causes of such crisis and trying to make improvement.
The government has constantly provided achievement standards for the history department. Since 2014, the achievement evaluation system has been applied to high schools, and to all grades in high school from 2016. Also, if the 2015 curriculum was intended to expand core competency through big ideas and core concepts, it should have been revised based on existing research, because simply changing the statement form into the achievement standard format does not result in implementing core concepts or competency. It is difficult to deny that the previous curriculum based on global history is more suitable for that purpose than the new curriculum that is based on segmented syntax.
National curriculum a framework of educational direction of the country. For that reason, many countries around the world make effort to research curriculum in other countries and adopt beneficial features from them. The considerable amount of research on curriculum also suggests the significance of taking into account long-term effects of a curriculum. I hope the next revision of curriculum would be based on more rigorous analysis of problems that have been found in previous curriculum.

참고자료

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