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- 저자 : 허은철 ( Eunchul Heo ) (검색결과 4 건)
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허은철(Heo, Eunchul) 총신대학교 평화통일연구소 2020 평화통일연구 Vol.2 No.1
해방 이후 한국은 분단으로 인해 갈등과 대결이 이어졌다. 이 과정에서 남과 북의 이질적 성향이 점점 짙어져 현재까지 이르렀다. 분단 70여 년이 지난 지금, 이제 통일에 대한 다양한 논의와 준비가 필요한 시점이다. 본고에서는 통일 이후 학교 교육을 안정적으로 운영하기 위한 노력의 일환으로서 역사 교원양성에 대하여 살펴보았다. 먼저 북한의 자료를 통해 북한 역사 교원양성의 역사를 살펴보고 그 현황을 제시하였다. 또한 북한 사범대학의 역사과 교육과정이 어떻게 운영되는지 살펴보았으며, 북한 역사교사와 학교 교육이 어떻게 이루어지는지 확인하였다. 이를 통해 남한의 역사교사 양성과 비교할 수 있으며, 통일 이후 북한 역사교육 인력을 어떻게 활용할 수 있는지, 그리고 통일 역사교육의 방향을 어떻게 세워야 할 것인지 고찰할 수 있었다. 향후 이와 관련한 다양한 논의를 진행하여 한반도 통일 이후 교육을 준비해 나가야 할 것이다. After liberation, the division of Korea led to conflict and confrontation. In this process, the heterogeneous tendencies between the South and the North have grown increasingly deep and have reached the present day. Now, more than 70 years after division, it is time for various discussions and preparations for unification. Now, more than 70 years after division, it is time for various discussions and preparations for unification. In this paper, I looked at the training of history teachers as part of an effort to stably operate school education after unification. First, I examined the history of training North Korean history teachers through North Korean data and presented the current situation. In addition, it examined how the history and curriculum of the North Korean Normal University was operated, and how North Korean history teachers and school education were conducted. Through this, it was possible to compare the South Korean history teacher training process with the North Korean history teacher training process. In addition, after unification, it was possible to review ways to utilize North Korean history education personnel and establish a direction for unification history education. In the future, various discussions related to this should be conducted to prepare for education after the unification of the Korean Peninsula.
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역사교과서 재생산의 기제인 단일성과 그 대안으로서 핵심역량
허은철 ( Eunchul Heo ) 인문사회 21 2018 인문사회 21 Vol.9 No.6
The authorities emphasized the unity of history education and tried to incorporate nationalistic history education into textbooks. So, we have maintained a unified view of raising national identity based on nationalism, and the univocal learning materials and inquiry activities were reproduced and evaluated in a way that required specific answers. However, changes in the political, social, and educational environment of Korea have begun to change. In this background, it is necessary to reorganize history education based on ‘diversity alternative’, which should criticize the beautification of pro-Japanese dictatorship and diversity of historical interpretation, ‘democracy alternative’, which should include democracy for democratic citizenship education in history textbooks A ‘core competency alternative’ was proposed. In particular, introduction of history and core competencies became inevitable due to the 2015 revised curriculum. In this article, we tried to recognize the current situation, pursue diversity, and find concrete measures. As a result, it is necessary to accumulate research results on ‘history and core competence’ while covering ‘diversity alternative’ and ‘democratic alternative’, and to guide students to ‘understand’ history itself by organically linking core competencies to history textbooks I came to the conclusion. It is suggested that concrete examples be developed so that core competencies can be reflected in history textbooks.
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『고등학교 세계사』 교과서를 통해 본 메소포타미아 문명의 서술 분석
허은철 ( Eunchul Heo ) 인문사회 21 2020 인문사회 21 Vol.11 No.2
Descriptions of world history textbooks on Mesopotamian civilization of 4 Great civilization are very important in that they can be a learning factor that determines students' perceptions of world history. In this paper, I compared and analyzed the descriptions of the four current “High School World History” textbooks on Mesopotamian civilization and looked for problems. As a result, the descriptions of the textbooks were divided and the texts and supporting materials lacked connectivity. Also, from the student’s point of view, the narrative was unfriendly. As a way to find alternatives to this, I looked at examples of foreign textbooks First, a linked body description is required, and auxiliary materials that are linked to the body should be presented. And if you do a kind description that fits your eye level, students will be more interested in Mesopotamian civilization and will be able to cultivate historical thinking skills.
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허은철 ( Eunchul Heo ) 인문사회 21 2020 인문사회 21 Vol.11 No.6
In Korean textbooks on world history, European-centered narratives have been subject to criticism. There are many historical distortions and errors due to Eurocentrism, among which the description of the Byzantium Empire is one of the most serious problems. The Byzantium Empire has historical significance in that it is a place where East and West civilizations intersect. However, in Korea’s world history textbooks, it is only introduced as a periphery of history rather than this significance. Thus, with four directions in mind: ‘narrative narrative’, ‘city-centered history narrative’, ‘historical narrative connected to the present’, and ‘student- friendly narrative’, an alternative to the description of the Byzantium Empire in world history textbooks was suggested. Through this alternative narrative, it can be recalled that the Byzantium Empire continued its power next to Western Europe, inheriting and transforming the legacy of the Roman Empire, thereby forming the basis of Eastern European culture. Sufficient research and alternatives should be presented in the future so that students can get rid of false misunderstandings and perceptions of the Byzantium Empire through world history textbooks and have a balanced historical perspective.
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