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.
초록· 키워드
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A controversy over the Certification System for Korean History Textbooks broke out in 2014, as a new textbook written by conservative scholars became an issue of hot debate. In the aftermath, the Korean History textbook published by Gyohak-sa was not chosen by the high schools. A lot of historians, educators and civic organization members made efforts to prevent it from being used in the schools. But discussions and debates over how modern and contemporary history of Korea should be described in Korean history textbooks will definitely continue in the future. The recent controversy left behind some issues that deserve further contemplations, upon not only the nature of history textbooks and the textbook publication system itself, but also the operations of schools and the future of our society.
Characteristics of the current textbook certification system should be further discussed, as they seem to have contributed to the intensification of national control over Korean history textbooks. Textbooks other than the Gyohak-sa textbook should be analyzed as well, for their accuracy, level of historical understanding and their value as a teaching material. General shape of the ultimately desirable textbook publication system, as well as the template for a model which could be called as a ‘good textbook,’ should be included in further discussions.
Scholars of Korean history and historical education extensively analyzed the problems of the Gyohak-sa Korean History textbook, and succeeded in creating a social consensus and preventing schools from using it. But in appearance, such efforts were ideological conflicts. Members of conservative action groups argue that Korean history textbooks should be designated by the government, and the Ministry of Education is leading the charge on this issue. Controversies are destined to follow. It is the task of historians and history educators to improve the publication system of Korean history textbooks so that they could and would reflect the results of Korean historical researches and interpretations. History textbooks should enhance the students" critical consciousness and ways of thinking. Strategies to create such history textbooks should be devised.
Characteristics of the current textbook certification system should be further discussed, as they seem to have contributed to the intensification of national control over Korean history textbooks. Textbooks other than the Gyohak-sa textbook should be analyzed as well, for their accuracy, level of historical understanding and their value as a teaching material. General shape of the ultimately desirable textbook publication system, as well as the template for a model which could be called as a ‘good textbook,’ should be included in further discussions.
Scholars of Korean history and historical education extensively analyzed the problems of the Gyohak-sa Korean History textbook, and succeeded in creating a social consensus and preventing schools from using it. But in appearance, such efforts were ideological conflicts. Members of conservative action groups argue that Korean history textbooks should be designated by the government, and the Ministry of Education is leading the charge on this issue. Controversies are destined to follow. It is the task of historians and history educators to improve the publication system of Korean history textbooks so that they could and would reflect the results of Korean historical researches and interpretations. History textbooks should enhance the students" critical consciousness and ways of thinking. Strategies to create such history textbooks should be devised.
목차
머리말
1. 역사교과서와 발행 제도의 정치적 속성
2. 보수세력의 역사교과서 비판 의도
3. 교학사 교과서와 검정 비판의 성과와 과제
맺음말
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UCI(KEPA) : I410-ECN-0101-2015-910-001670142