체계적 역사교육을 위한 역사 부교재의 내용구성 방안

Abstract

In the field of history education, discussions concerning the affiliation have been mainly focused on the curriculum of Korean history. Most researchers may agree that teaching needs to be organized by school level. However, history education that meets students'' level of understanding may be more effective in differentiating the teaching methods rather than organizing the teaching content differently at each school level. It may be in this context that a variety of teaching and learning methods have recently been emphasized in school education, which values student activities more than unilateral lectures by teachers. Since the seventh revision of the curriculum, more sections have been made to allow students to solve problems on their own, such as "exploration activities," as textbooks began to include feed, guidance and explanation of terms in addition to the text. In the current 2015 revised curriculum, these efforts have become more prominent, adding activities such as writing history. Finding relevant materials is essential for such activities, and if history textbooks are produced that contain abundant materials needed for these student activities, they will be able to increase the utilization of the supplementary materials in class. In the meantime, the history textbook has been composed of maps and visual materials, faithful to the name of "substantive maps and paintings." However, because the latest textbooks contain most of the necessary maps and visuals, the supplementary textbooks, which include a number of such overlapping materials, are now seen to have served its purpose. It is necessary to create an auxiliary textbook that presents students'' learning activities to the level of school level and includes data to carry them out according to the level of their understanding.