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커뮤니티
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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국역사연구회 역사와현실 역사와 현실 제109호
- 발행연도
- 2018.9
- 수록면
- 29 - 64 (36page)
- DOI
- 10.35865/YWH.2018.09.109.29
이용수
초록· 키워드
오류제보하기
Examined in this article is a series of History Education curricula that had been observed in Korean Middle schools, as well as the general composition of Textbooks associated with those curricula, in both past (since Korea’s liberation from the Japanese occupation) and present of Korea. The task was conceived with a hope that such analysis would help us better understand how the image of Goryeo in the people’s mind has actually changed over the years.
The general idea of Goryeo or its history embedded in people’s minds can usually be felt from the general title of the chapter that primarily dealt with Goryeo period’s history. For example, right after the liberation the era used to be described as “Middle Ancient(‘Junggo, 中古’) period,” while authors of textbooks were instructed to emphasize political events, foreign relations and social life, etc. Yet later, title of the Goryeo chapters in textbooks began to vary significantly.
In the First Educative Curriculum, the Goryeo period was referred to as the ‘Reunited Society (period),’ and while individual textbooks sometimes embraced such labelling, sometimes they just ignored it. From the 2<SUP>nd</SUP> through 4<SUP>th</SUP> Curricula, as well as textbooks published in this phase, newly used were titles like “Life in the Goryeo period” or “Society and Culture of Goryeo.” Then the 5<SUP>th</SUP> Curriculum (and textbooks) used the term “Aristocratic society” (for one of the mid-level chapters) for the first time, and when the 6<SUP>th</SUP> Curriculum was launched and featured Goryeo history over two chapters in a new fashion, the title “Aristocratic society” was used as a singular title for the entire Goryeo section.
The 7<SUP>th</SUP> Curriculum and the 2009 “Revised” Curriculum (as wel as textbooks) used the term “Foundation of Goryeo and its Development,” while the 2007 “Revision” and textbooks had two chapters dealing with Goryeo, of which one was labelled with the same name(“Foundation…) while the other labelled as “Changes in Goryeo Society.” Most recently, in the 2015 Curriculum which pursued to incorporate a World historical view in Korean history textbooks, two mid-level chapters were labelled as “Formation and Changes in the Goryeo dynasty’s Aristocratic ‘Munbeol’ Society” and “Formation of the Military Regime and Struggles against the Mongol Invasion.” These two chapters dealt with the former and latter halves of the Goryeo period respectively.
Evolution of chapter titles dealing with the Goryeo period shows us that the image of Goryeo was initially that of an middle-ancient period, which later morphed into another image (the so-called ‘reunited society’) and was finally honed as that of an aristocratic community, since the 5<SUP>th</SUP> Curriculum.
The general idea of Goryeo or its history embedded in people’s minds can usually be felt from the general title of the chapter that primarily dealt with Goryeo period’s history. For example, right after the liberation the era used to be described as “Middle Ancient(‘Junggo, 中古’) period,” while authors of textbooks were instructed to emphasize political events, foreign relations and social life, etc. Yet later, title of the Goryeo chapters in textbooks began to vary significantly.
In the First Educative Curriculum, the Goryeo period was referred to as the ‘Reunited Society (period),’ and while individual textbooks sometimes embraced such labelling, sometimes they just ignored it. From the 2<SUP>nd</SUP> through 4<SUP>th</SUP> Curricula, as well as textbooks published in this phase, newly used were titles like “Life in the Goryeo period” or “Society and Culture of Goryeo.” Then the 5<SUP>th</SUP> Curriculum (and textbooks) used the term “Aristocratic society” (for one of the mid-level chapters) for the first time, and when the 6<SUP>th</SUP> Curriculum was launched and featured Goryeo history over two chapters in a new fashion, the title “Aristocratic society” was used as a singular title for the entire Goryeo section.
The 7<SUP>th</SUP> Curriculum and the 2009 “Revised” Curriculum (as wel as textbooks) used the term “Foundation of Goryeo and its Development,” while the 2007 “Revision” and textbooks had two chapters dealing with Goryeo, of which one was labelled with the same name(“Foundation…) while the other labelled as “Changes in Goryeo Society.” Most recently, in the 2015 Curriculum which pursued to incorporate a World historical view in Korean history textbooks, two mid-level chapters were labelled as “Formation and Changes in the Goryeo dynasty’s Aristocratic ‘Munbeol’ Society” and “Formation of the Military Regime and Struggles against the Mongol Invasion.” These two chapters dealt with the former and latter halves of the Goryeo period respectively.
Evolution of chapter titles dealing with the Goryeo period shows us that the image of Goryeo was initially that of an middle-ancient period, which later morphed into another image (the so-called ‘reunited society’) and was finally honed as that of an aristocratic community, since the 5<SUP>th</SUP> Curriculum.
목차
머리말
1. 해방 직후와 교수요목시기
2. ‘재통일사회’ 고려 : 1차 교육과정
3. 성격을 감춘 고려 : 2차~4차 교육과정
4. ‘귀족사회’ 고려 : 5, 6차 교육과정
5. 회귀와 반복 : 7차 교육과정과 그 이후
맺음말
참고문헌
Abstract
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