역사 연구와 역사 교과서 서술, 그리고 역사과 교육과정 -현행 중학교 ‘역사’ 교과서의 요·금·청 왕조 서술을 중심으로- (History Research, History Textbook Description and History Curriculum -Middle School Current Textbook's Historical Description of Liao, Jin and Qing Dynasty-)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 50호 / 205 ~ 241페이지
· 저자명 : 홍성구

초록

The thesis is a research analyzing historical academic accomplishment and textbooks linkage based on the comprehension that minimum demand from the korean society of the history educational objectives and contents are reflected to the education curriculum. Specifically, by mainly analyzing the currently using history textbook that have been officially qualified in 2010, study result from the historical field and contents of the new textbook have been examinated through the revised history educational curriculum(2007), which have been used as the criteria of the writing of the current textbook, and the history educational demand that have been reflected during the writing. The range of contents reviewed is the description of the Liao, Jin and Qing Dynasty.
Looking into the revised history educational curriculum(2007), description of world history is mainly concentrated to shed from Europe centered, China sub-centered description structure. Accordingly, the role and significance of the northern nomadic peoples are emphasized in the chinese history description. Additionally, it could be seen that history of exchange is also emphasized on the aspects of integrated world history description.
It is shown that a new perspective of centering inner asia have been reflected to the revised history educational curriculum(2007), criticizing the Han centered chinese historical studies. However, it is difficult to say that this new perspective have been sufficiently accepted to the description in the history textbook . Especially, wide deviation between the 8 textbooks is a problematic matter. Some textbooks are making an effort to systematically describe the conquest dynasties in the history of the northern nomadic nations, but most textbooks have not overcame the prejudice against nomadic belligerence and aggression and maintained Han-centric understanding of history. Additionally, most textbooks consist confusion between concepts of unification and conquer when it comes to historical description of The Qing's conquest of China. Among the historical facts describe in the textbooks, it is only emphasized that the success factors of the conquest was through conciliatory and coercive actions, ignoring other historical facts, such as the Manchu's effort and actions to maintain their ethnic identity, and the importance of these efforts. The occurrence of these problem is not a simple issue of the writer not reflecting the historical researches. Fundamentally, the gap of historical research level between Korean and foreign historical academia is too wide. In other words, Korean academia have not been able adopt the high level performance of foreign academics as its own. The writer's misunderstanding and lack of mutual empathy of the emphasized description from the educational curriculum can also be considered as one of a problem. In this regard, history textbook's role, meaning and the impacts need more serious empathy and introspection.

영어초록

The thesis is a research analyzing historical academic accomplishment and textbooks linkage based on the comprehension that minimum demand from the korean society of the history educational objectives and contents are reflected to the education curriculum. Specifically, by mainly analyzing the currently using history textbook that have been officially qualified in 2010, study result from the historical field and contents of the new textbook have been examinated through the revised history educational curriculum(2007), which have been used as the criteria of the writing of the current textbook, and the history educational demand that have been reflected during the writing. The range of contents reviewed is the description of the Liao, Jin and Qing Dynasty.
Looking into the revised history educational curriculum(2007), description of world history is mainly concentrated to shed from Europe centered, China sub-centered description structure. Accordingly, the role and significance of the northern nomadic peoples are emphasized in the chinese history description. Additionally, it could be seen that history of exchange is also emphasized on the aspects of integrated world history description.
It is shown that a new perspective of centering inner asia have been reflected to the revised history educational curriculum(2007), criticizing the Han centered chinese historical studies. However, it is difficult to say that this new perspective have been sufficiently accepted to the description in the history textbook . Especially, wide deviation between the 8 textbooks is a problematic matter. Some textbooks are making an effort to systematically describe the conquest dynasties in the history of the northern nomadic nations, but most textbooks have not overcame the prejudice against nomadic belligerence and aggression and maintained Han-centric understanding of history. Additionally, most textbooks consist confusion between concepts of unification and conquer when it comes to historical description of The Qing's conquest of China. Among the historical facts describe in the textbooks, it is only emphasized that the success factors of the conquest was through conciliatory and coercive actions, ignoring other historical facts, such as the Manchu's effort and actions to maintain their ethnic identity, and the importance of these efforts. The occurrence of these problem is not a simple issue of the writer not reflecting the historical researches. Fundamentally, the gap of historical research level between Korean and foreign historical academia is too wide. In other words, Korean academia have not been able adopt the high level performance of foreign academics as its own. The writer's misunderstanding and lack of mutual empathy of the emphasized description from the educational curriculum can also be considered as one of a problem. In this regard, history textbook's role, meaning and the impacts need more serious empathy and introspection.

참고자료

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