중·고 역사 교육과정과 교과서의 동양사 내용 체계 분석 : 2011 부분 개정 교육과정과 중국사 학습 내용 요소를 중심으로

Abstract

This paper analyzes the systemization of content elements reflected in History National Curriculum and textbooks focusing on 2011 History National Curriculum and Content elements of Chinese history. In the 2011 History National Curriculum and 2011 World History National curriculum, systemization seemed to be done in terms of conceptualization of ‘Regional World’. However, in the case of Chinese history, History National Curriculum specifies the contents of Chinese history as a heading in the content element, and treats Chinese history as independent from East Asian head words, whereas it is not the case in the World History National Curriculum. Through the analysis of the contents of Chinese history in the textbooks, it can be said that there is not much difference in history terms, that it is not much different from the description of the text, and that the composition of the inquiry activity does not show the school-level gap. Therefore, the systemization of content elements is not fully realized. The 2015 History National Curriculum for middle school was noticed in June, 2018. It is characterized by the facts that ‘specific topics’ are specified as learning elements and that the teaching and learning methods are emphasized. In addition, it is noteworthy that the domestic research on the student’s historical thinking is increasing and the cases where the student’s level is emphasized in foreign history education curriculum. It is necessary to systematize contents element of National Curriculum reflecting these trends.