초등학교 역사 교과서의 비교 분석 : 「7차 교육과정」과「2007 개정 교육과정」을 중심으로

다국어 초록 (Multilingual Abstract)

This study analyzes and compares elementary school history textbooks for the 7th educational course and revised 7th educational course. First, it looked through the composition of the textbooks, second, it analyzes the contents and lastly, it researched the frequency and amount of description of historical figures. Through comparing the textbooks, it was possible to note changes to the system and the educational objectives, direction and will regarding the historical recognition of particular eras. As a teacher of history, I also put forward suggestions regarding expectations and improvements to be made within textbooks.
The 7th educational course of history in elementary school, which began in 2007, suggested 51 hours of classes per semester for 6th grade students, as well as enhanced levels of differentiation between students. As research activities have increased, the possibility of more activity-oriented classes has also been suggested. this shows willing on the part of the designers to help students easily understand and engage with the textbooks. However, since these efforts period of time, with less classes, many aspects of the course appear merely superficial. Concerns have been raised in this regard, specifically in terms of students losing interest in studying history. Additionally, the learning tasks assigned in each unit were often difficult for students to solve in such a space of time, increasing difficulty for the teachers in turn. The volume of conversational interludes often disrupted and distracted from the main learning objectives, leaving the contents somewhat over complicated.
The revised 7th educational course, which began in 2011, suggested 97 hours of history class per year for 5th grade students, with expectations for the students to learn history in greater detail and with more ease. The textbook system is simple, periods are specified in an understandable manner, and historic facts are described in appropriate detail. If some descriptions are insufficient, they can be like to other, more detailed sections and connected to topics of research. At the end of each unit, there are summaries of the contents as opposed to problem to be solved, which lessons the burden of learning. Additionally, ethnic pride, Korea in the world and efforts to elevate status of our people are described in great detail.
Despite this, there is a problem in current revised 7th educational course for history classes In it's current guise, concentrated history classes are recommended during the 2nd grade of middle school, skipping the two preceding years-the 6th grade of elementary school and 1st grade of middle school. This is problematic as it causes the continuous development of students' historical cognition to be disrupted. It is more effective to allocate history class during the 6th grade of elementary school, as students' consciousness as this time is mature in terms of causal and periodical thinking, while they are able to perform activities with reasonable concentration. In this way, their historical studies would be uninterrupted.
Finally, when considering the developmental level and interest of elementary school students who may be in favor of stories, rather than listing particular figures or themes within a framework of historical facts, it is more effective to narrate such facts naturally and in chronological orders, so that the students may gain a greater understanding. Rather than stories exclusively focusing on heroes and figures of great power, tales of woman, children, and weaker people may prove more relatable to students and should therefore be included in history textbooks.

목차 (Table of Contents)

• Ⅰ. 서론 1
• Ⅱ. 7차 초등 역사 교과서 분석 5
• 1. 체제와 구성 6
• 2. 내용 서술 12
• 3. 인물 서술 23
• Ⅲ. 개정 7차 초등 역사 교과서 분석 34
• 1. 체제와 구성 35
• 2. 내용 서술 43
• 3. 인물 서술 56
• Ⅳ. 7차와 개정 7차 비교 분석 72
• 1. 체제와 구성의 비교 72
• 2. 내용 서술의 비교 77
• 3. 인물 서술의 비교 79
• Ⅴ. 결론 89
• 참 고 문 헌 92
• 영 문 초 록 94