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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
남한호 (경북대학교)
저널정보
역사교육학회 역사교육논집 역사교육논집 제60호
발행연도
2016.1
수록면
3 - 42 (40page)

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초록· 키워드

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Contents of 2015 revised history curriculum secure sequences of middle and high schools and are rationalized so are constructed depending on logic to lighten the academic pressure. In content organization, middle school history is organized by focusing on a subject, so is different from Korean history in high school constructed with syntax structure focusing on political history. In content construction, middle school history, Korean history in high school, world history, and East Asian history are divided into five fields, and a method that big idea(key concept) is made as an organizer of contents so is made as the central axis penetrating grade is selected. Five results that content construction of 2015 revised middle school history curriculum is analyzed by focusing on characteristics and problems of key competencies becoming a reference frame of a curriculum, big idea playing a role of a content organizer, and validity of content construction focusing on a subject can be arranged. First, a clear concept of key competencies is not agreed yet. In addition, there is no significant differences between key subject competences suggested in a history curriculum and historical thinking, and key subject competences are also impertinent to be made as standards of content selection and construction of a curriculum. Second, ‘big idea(key concept)’ suggested as a frame of content construction is a super ordinate concept involving various concepts, so content elements based on individually historical truths are selected as key concept in comparison to a constituting principle of a curriculum enabling deep learning as an organizer combining fields in a subject, so it goes against a principle of a curriculum. Key concept constituting fields has the meaning of simple content elements, and is closer to characteristic as a subject rather than a concept. In addition, it is difficult to find a community combining Korean history and world history, and the meaning as an organizer connecting historical contents is weak. Third, the intention to constitute historical contents in middle school by focusing on a subject is to differentiate contents in middle school from contents in high school. However, when a study on a sequence method is referred, it is organized by focusing on a subject in middle school because syntax structure understanding the flow of history is better fitted for a method retrogressing an understanding of students in middle school. A subject is the meaning as learning experience that students can investigate a particular subject deeply in the learning process rather than a content construction principle of a curriculum, so is impertinent to be made as a content construction principle of a curriculum. Fourth, if detailed purposes, field system table, and achievement standards of a history curriculum are examined, a difference of content construction between middle school history and Korean history in high school is not clear, and there is a problem that political history should be repeated for elementary, middle, and high schools. Fifth, a method to reduce scope and contents treated in a world history field is selected to lighten academic pressure of students. As a result, the world history field does not treat history except for Chinese history, European history, and some of Japanese history in middle school history. This is because the reality of history education is not properly understood, so finally, this will cause desolation of world history education.
#2015 Revised Middle School History Curriculum #Key Competences #Big Idea #Topic/Thematic Approach

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