‘역량’과 역사 교육과정 구성: ‘2015 교육과정’을 중심으로

다국어 초록 (Multilingual Abstract)

This article aims to relate translations on the issues of competence in curriculum studies to history education studies. ‘Key competencies in history’ is the fruit of the endeavor to embrace the prospect of the ‘2015 National Curriculum’ into history education. But there are some critiques saying that it is not appropriate to represent the essence of history subject to teachers and students. Why ‘key competencies in history’ could not be a main tool to account for history learning and teaching? I try to find answers in two aspects. First, the school history is abundant in contents and knowledge. It is a challenge to make knowledge in harmony with thinking or skill in history education. When competence coming into history curriculum, similar problems can occur in spite of differences between competence and thinking or skill. Second, the concept of competence is still incomplete and developing. Originating in vocational education and training, competence has not yet optimized to school curriculum. Especially it is fragile in questions of the purpose of education. Examining the concept of competence in ideal type, I try to consider how it can evolve corresponding with history subject and how history education can find the way to be in balance with the concept of curriculum, competence.

목차 (Table of Contents)

• 1. 序言
• 2. ‘역량’과 ‘핵심역량’
• 3. 역사과 핵심역량
• 4. 교육적 시사점
• 5. 結語
• 참고문헌