새 역사과 국가교육과정 구성 방향 모색을 위한 비판적 성찰

Abstract

Before 2022 national curriculum revision, this article is intended to reflect on the concept of ‘teacher as curriculum’ and ‘history education for Being a democratic civic’ and reflect on issues such as ‘competence’, ‘integration’ and ‘volume of modern history’ in the history teacher’s perspective.<BR> After considering the different meanings of competence and capability, this study suggested that the historical competency can be made by searching History teacher’s struggle to empower students’ competency in history class and questioning “What is a desirable life and what role can history education play in forming a desirable life?” In addition, regarding the ‘integration’ problem, it was argued that ‘integration’ is not a form of multiple subjects in a single subject, but rather an intergrated movement towards life with each subject as a lens of life, and that the practice of integrated class based on history should be noted in this point of view. Regarding the “volume of modern history,” it raised the need for a national history curriculum that begins with the present and lives of students through a historical approach from the perspective of “present history” rather than increasing the volume of modern history. Above all, in view of history teachers as a curriculum, it was emphasized that national history curriculum should be formed to help history teachers consider national curriculum documents as curriculum materials and make their own curriculum.