중학교 역사 수업에서 ‘정동행성’은 왜 학습되고 있을까? - 2015 개정 교육과정 역사 교과 ‘학습 요소’ 설정의 맥락 -

Abstract

In the 2015 revised curriculum for middle school history, the minor subject [Mongol Interference and Reform] dealing with Goryeo-Mongol relations consists of four [learning elements]: Jungdong Haengsung, Kwon Moon-sejok(權門世族), King Gongmin’s Reform, and Shinjin Sadaebu(新進士大夫). They have a relationship centering on 〈Reform of King Gongmin〉, and 〈Jungdong Haengsung〉 is a learning element representing the Mongol empire’s ‘interference’ and is the subject of 〈Reform of King Gongmin〉.BR However, in addition to Jungdong Haengsung, there are about 10 cases of the Mongol empire’s ‘interference’ in textbook and many other than Jungdong Haengsung were nominated as [learning elements] representing the Mongol empire’s interference in the curriculum revision process. Two factors are believed to have contributed to the fact that 〈Jungdong Haengsung〉 was finally selected as a [learning elements] representing the Mongol empire’s ‘interference’ after competing with other cases.BR One is that the content of ‘political interference’ represented by Jungdong Haengsung is more suitable in light of the ‘achievement standards’ with the main content of understanding the changes in political forces starting with the reform of King Gongmin. The other is that Jungdong Haengsung can reveal the groundbreaking of King Gongmin’s Reform and has the constancy to maximize such groundbreaking.BR The learning element 〈Jungdong Haengsung〉 does not have completeness and suitability in itself, but is a learning element that is established through the role of supplementing and highlighting its meaning by belonging to another learning element, 〈Reform of King Gongmin〉, whichoccupies an important position in the textbook narrative.