인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
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.
피인용 0
초록·키워드
This study examines whether the textbook narratives concerning “exchange” during the Goryeo period within the inquiry topic “International Relations and External Exchanges” in the Korean History I course under the 2022 Revised Curriculum adequately support inquiry-based learning. Although major factual errors were not identified in current textbooks, the analysis reveals that they tend to remain at the level of presenting diverse examples of exchanges, with limitations in providing materials that enable students to explore the contexts and meanings of such exchanges. This, in turn, constrains the curriculum’s goal of fostering an understanding of historical characteristics and the reciprocity of relationships.
To address this issue, the study presents a case of reconstructing textbook narratives into source-based inquiry activities, using Goryeo-Mongol relations as a case study. Focusing on the adoption of Mongol-style attire in Goryeo, it demonstrates that this exchange was not merely an instance of cultural transmission but was shaped by political contexts and social conditions. The adoption of Mongol-style attire in Goryeo can be understood as a political choice by the Goryeo monarchy aimed at reconstructing royal authority in relation to Mongol imperial power—a choice rooted in the political circumstances surrounding King Wonjong’s restoration and King Chungnyeol’s accession, and realized through the crown prince’s participation in the keshig and his marriage to a Mongol princess. Mongol-style attire continued to occupy a place in political choice even after the end of Mongol domination, and continued to influence Joseon clothing through further transformation in everyday use.
This analysis invites a reconsideration of the conventional binary framework of domination and resistance in understanding Goryeo-Mongol relations, and suggests the need to interpret exchanges between the two polities as products of interactions grounded in their relationship. Furthermore, the source-based inquiry approach proposed in this study—employing primary source analysis and structured questioning—aims to help students critically reassess conventional interpretations and actively reconstruct the contexts and meanings of exchanges. Through this process, learners can recognize exchange not merely as a set of facts but as an object of interpretation and a process of inquiry, thereby engaging in historical thinking.
To address this issue, the study presents a case of reconstructing textbook narratives into source-based inquiry activities, using Goryeo-Mongol relations as a case study. Focusing on the adoption of Mongol-style attire in Goryeo, it demonstrates that this exchange was not merely an instance of cultural transmission but was shaped by political contexts and social conditions. The adoption of Mongol-style attire in Goryeo can be understood as a political choice by the Goryeo monarchy aimed at reconstructing royal authority in relation to Mongol imperial power—a choice rooted in the political circumstances surrounding King Wonjong’s restoration and King Chungnyeol’s accession, and realized through the crown prince’s participation in the keshig and his marriage to a Mongol princess. Mongol-style attire continued to occupy a place in political choice even after the end of Mongol domination, and continued to influence Joseon clothing through further transformation in everyday use.
This analysis invites a reconsideration of the conventional binary framework of domination and resistance in understanding Goryeo-Mongol relations, and suggests the need to interpret exchanges between the two polities as products of interactions grounded in their relationship. Furthermore, the source-based inquiry approach proposed in this study—employing primary source analysis and structured questioning—aims to help students critically reassess conventional interpretations and actively reconstruct the contexts and meanings of exchanges. Through this process, learners can recognize exchange not merely as a set of facts but as an object of interpretation and a process of inquiry, thereby engaging in historical thinking.
본문·목차
인공지능 문자 인식 모델을 통해 추출된 텍스트로, 일부 오타나 오류가 포함될 수 있으나 지속적으로 개선 중입니다.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
최근 본 자료 전체보기
