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커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The purpose of this study was to examine the world-history textbooks of the regular curriculum in an effort to discuss multicultural education, which aimed at teaching a majority to understand a minority. Earlier studies were analyzed to set up a framework of analysis for world-history education of multicultural standpoint, and high school world-history textbooks were analyzed according to the framework to determine how much the textbooks embraced a multicultural view.
Research Question 1 was to analyze the key educational principles and content of the textbooks which were related to a multicultural view. Three content factors of multicultural education were selected by reviewing earlier studies: a removal of prejudice and stereotype, cultural understanding based on diversity and universality, and collaboration through interaction.
Research Question 2 was to analyze the content factors and characteristics of the world-history textbooks linked to a multicultural view. Earlier studies were examined to select the content factors of world-history education associated with each theme of multicultural education to prepare a framework of analysis.
Given the results of the analysis, there are some suggestions about the content structure of world-history textbooks that take a multicultural view:
First, historical events and figures should be described from diverse angles. Second, world-history textbooks should be organized by focusing on interrelationship. Third, the current world-history textbooks included just a few photos and pictures on the culture and life of various regions in the world. The textbooks should be designed to let students learn about each race accurately to ensure the success of multicultural education through secondhand experience. Fourth, the world-history textbooks should contain a variety of materials on how to understand other cultures. Fifth, the world-history textbooks should include more materials on the history of women such as the lives and roles of women in particular regions.
According to earlier studies on illustrations, an amount of materials and problems(like errors, prejudice or ignorance) with the three world- history textbooks, there were similar problems with the textbooks. Just one out of the three high school world-history textbooks was analyzed in this study, but that seems to be the case for the other two textbooks as well.
Research Question 1 was to analyze the key educational principles and content of the textbooks which were related to a multicultural view. Three content factors of multicultural education were selected by reviewing earlier studies: a removal of prejudice and stereotype, cultural understanding based on diversity and universality, and collaboration through interaction.
Research Question 2 was to analyze the content factors and characteristics of the world-history textbooks linked to a multicultural view. Earlier studies were examined to select the content factors of world-history education associated with each theme of multicultural education to prepare a framework of analysis.
Given the results of the analysis, there are some suggestions about the content structure of world-history textbooks that take a multicultural view:
First, historical events and figures should be described from diverse angles. Second, world-history textbooks should be organized by focusing on interrelationship. Third, the current world-history textbooks included just a few photos and pictures on the culture and life of various regions in the world. The textbooks should be designed to let students learn about each race accurately to ensure the success of multicultural education through secondhand experience. Fourth, the world-history textbooks should contain a variety of materials on how to understand other cultures. Fifth, the world-history textbooks should include more materials on the history of women such as the lives and roles of women in particular regions.
According to earlier studies on illustrations, an amount of materials and problems(like errors, prejudice or ignorance) with the three world- history textbooks, there were similar problems with the textbooks. Just one out of the three high school world-history textbooks was analyzed in this study, but that seems to be the case for the other two textbooks as well.
목차
1. 머리말
2. 세계사교육과 다문화교육
3. 다문화주의 관점의 세계사 교과서 분석틀
4. 분석 결과
5. 논의 및 결론
참고문헌 (54)
참고문헌 신청
1. [기타자료] - 박재의 / 2008 / 다문화교육 연구학교 운영 사례 분석을 통한 교육과정 개발방향 모색 / 교육과정학회·한국초등교육학회 학술대회 자료집 : 307 ~
2. [학술지(정기간행물)] - 김선미 / 2000 / 다문화교육의 개념과 사회과 적용에 따른 문제 / 사회과교육학연구 (4) : 68 ~
3. [단행본] - 류성환 / 2007 / 한국에서의 다문화주의 / 한울아카데미 : 271 ~
4. [단행본] - Gay, G / 2003 / Curriculum theory and multicultural education in Handbook of Research on Multicultural Education / Mcmillan
5. [학술지(정기간행물)] - 김선미 / 2007 / 주제 중심 역사수업 사례 분석 / 사회과교육연구 14 (3) : 14 ~ 35
2. [학술지(정기간행물)] - 김선미 / 2000 / 다문화교육의 개념과 사회과 적용에 따른 문제 / 사회과교육학연구 (4) : 68 ~
3. [단행본] - 류성환 / 2007 / 한국에서의 다문화주의 / 한울아카데미 : 271 ~
4. [단행본] - Gay, G / 2003 / Curriculum theory and multicultural education in Handbook of Research on Multicultural Education / Mcmillan
5. [학술지(정기간행물)] - 김선미 / 2007 / 주제 중심 역사수업 사례 분석 / 사회과교육연구 14 (3) : 14 ~ 35
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