역사과 국가교육과정 내용구성 쟁점의 비판적 검토

Abstract

The purpose of this study is to critically research the issues for revising national history curriculum. As the result, it was intended to gain implications on what issues should be discussed for efficient history classroom. To this end, this study analyzed the nature of the controversial issues and the main contents of the discussion during the revision of the curriculum, focusing on the 2015 history curriculum. This study analyzed three issues such as general principles in the national curriculum’s to history curriculum, the systematization of history curriculum based on school grade, and constructing world history subject matters. These are main issues that were mentioned whenever the national education process was revised. The principles of syllabi proposed by the general principle of national curriculum do not have specific subjects in mind, and are often not appropriate for historical education. Nevertheless, it is necessary to critically understand principles of syllabi presented in the general discussion, and analyze how to apply it in other countries. The most serious problem in discussing the systematization of historical course is that it focuses on differentiating historical subject matters by school level, and it is to divide the aspects and topics into units based on easy and difficult. In order to systematize, the syllabi should be organized from what perspective to approach historical facts rather than what contents to involve. It is necessary to organize contents that can be reconstructed according to historical interpretation, and to organize topics centered on historical main ideas, historical interests, and historical issues. The subject matters of world history has been based on how to create an easy and interesting world history to attract students'' attention. However, this kind of discussion did not reflect the nature of history learning, nor did it increase students'' choice of world history subject. The subject matters of world history should be selected and organized from the perspective of meaningful historical knowledge to students.