초등 역사 교육과정과 교과서 내용 검토 : 2007 개정교육과정부터 2015 개정교육과정까지

Abstract

I would like to propose some issues about history education in elementary schools, based on the examination of the positive change and limitations of the national curriculum and textbooks from 2007 to 2015.BR The 2007 national curriculum provided the history education in elementary schools with a forum for active and independent discussion and a formal framework for securing sequence in middle school history education. The textbooks composed of narrative materials and various inquiry activities showed the new possibilities of the structure and the direction of description of history education in elementary schools. In the 2009 national curriculum and textbooks of elementary history, the emphasis on the personal history without specific descriptions and the figures presented in the curriculum were controversial. Most of them were heroic ones and they were intended to emphasize the history of overcoming national hardships and that of national developments. The reduction in history of lives of people did strengthen this intention.BR The 2015 national curriculum as an integrated social studies is also controversial. The thematically integrated social studies is the one that does not consider the inherent characteristics of history education.BR In history education of elementary schools, based on the chronicles, it is necessary to search for the composition of the curriculum, focusing on the thematic history dealing with the stories of the various people who lived in the era and the cultural heritage which can glimpse the lives of the people.