한국사 교과서 서사의 비판적 검토와 전망

Abstract

History education is usually conducted through history textbooks, and the history narrative in history textbooks is the factor that has the greatest influence on students'' understanding of history. In this study, by analyzing the achievement standards of the history curriculum, the types of historical narratives in Korean history textbooks were classified into 4 types: ①Narrative as a context of change, ②Nrrative as causality, ③Narrative a synthesis of individual facts [phenomena], ④Narrative as interpretation or mode of thought. Also, based on the hierarchy of historical narratives, they were classified into Macro Narratives, Meso Narratives, and Micro Narratives. Based on the latter three types, among the historical narratives of historical Korean history textbooks, as examples of macroscopic narratives, Nation narratives, Nationalist narratives, and Internal Development Narratives were selected. These Macro Narratives were mainly the ones that were criticized. In this study, apart from seeking alternatives such as reconstruction of macro narratives such as national and national narratives, macro narratives were deconstructed in a transitional situation and a history textbook composition was proposed focusing on micro narratives and intermediate narratives. It is to dismantle the form of history outlines taken by historical Korean history textbooks. It was also suggested that the sequence of history textbooks leading to elementary, middle, and high schools be secured in the form of reconstructing the four types of historical narratives that I have classified.