지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第129輯
- 발행연도
- 2014.3
- 수록면
- 1 - 39 (39page)
- DOI
- 10.18622/kher.2014.03.129.1
이용수
초록· 키워드
오류제보하기
Since the late 1990s, the Refugees from North Korea(RNK) flowing into South Korea has increased. So, in July 1999, established the Hanawon, Republic of Korea Government has implemented social adjustment education for 2-3 months. Since 2004, Korean history education had begun, and its importance had been emphasized, educational materials were made in recent years. Since the beginning of Korean history education, the following features will be appeared at the content of education.
1) Korean history education for RNK is composed of two axes. One is ‘recovery of National homogeneity’, the other is ‘understanding of the differences between South and North’.
2) In premodern, history about Korean-culture and struggle against foreign nation is emphasized. Because Korean, regardless of the South and North, can empathize with cultural features and struggle. And it is possible to know that teaching materials are organized around Silla and Chosun, based on the historical understanding of South Korea.
3) In teaching materials, amount of modern and contemporary history that the difference between the south and north has occurred relatively is larger than the premodern history. This is intended to inform the unfamiliar South-Korea of RNK.
4) Contemporary history is illuminated from two aspects. One is economic growth of South Korea and the other is the development of liberal democracy. But it has placed a specific gravity in the economic aspect.
Discomfort and confusion that RNK feel in South Korea will not be limited in economic part. It is also need to inform of the South Korean system’s historical features like democratic elections or civil society which are performed on a daily basis.
1) Korean history education for RNK is composed of two axes. One is ‘recovery of National homogeneity’, the other is ‘understanding of the differences between South and North’.
2) In premodern, history about Korean-culture and struggle against foreign nation is emphasized. Because Korean, regardless of the South and North, can empathize with cultural features and struggle. And it is possible to know that teaching materials are organized around Silla and Chosun, based on the historical understanding of South Korea.
3) In teaching materials, amount of modern and contemporary history that the difference between the south and north has occurred relatively is larger than the premodern history. This is intended to inform the unfamiliar South-Korea of RNK.
4) Contemporary history is illuminated from two aspects. One is economic growth of South Korea and the other is the development of liberal democracy. But it has placed a specific gravity in the economic aspect.
Discomfort and confusion that RNK feel in South Korea will not be limited in economic part. It is also need to inform of the South Korean system’s historical features like democratic elections or civil society which are performed on a daily basis.
목차
1. 서언
2. 하나원에서 이루어지는 한국사 교육의 연혁과 성격
3. 하나원 한국사 교육용 교재의 내용과 특성
4. 결어
참고문헌
참고문헌 (0)
참고문헌 신청이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2015-370-001343188