한국의 독도 교육정책: 초·중·고등학교의 2015년 개정 교육과정을 중심으로

Abstract

This paper illuminates how Korea’s Dokdo education policy is being reinforced in the 2015 revised curriculum. The discussion is focused reviewing the system of the contents of Dokdo education of elementary, middle and high schools in terms of Dokdo education as a way to strengthen territorial education and figuring out facing actual conditions of Korea’s Dokdo education policy. The completion of the Dokdo education content system began with the establishment of a plan to streng then Dokdo education in the revision of the curriculum in 2015. In response to the purpose of adopting Dokdo education as a cross-curricular learning subject in the 2015 revised curriculum, the Ministry of Education is adopting a policy to operat e in an integrated manner throughout education such as curriculum and creative experience activities[chang-uijeog cheheomhwaldong]. Nevertheless, Korea’s Dok do education policy is highly responsive. Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) conducted distorted territorial education in earnest ever since Dokdo as Japanese territorial was stated in the social studies textbook of elementary school in the March, 2010, and in March 2017, elementary and middle schools, and in March 2018, high schools revised the teaching guidelineand explanation of teaching guideline and the revised edition was published in July of that year. After that, Korea’s Ministry of Education presented the reactive policy in order to enhance the quantity and quality of the Dokdo territorial training from the 2009 curriculum to the 2015 curriculum. In other words, Dokdo education can be characterized as follows; reinforcing the territory of Dokdo in the area of education, improving the territory of Dokdo in the creative experience activities[cha ng-uijeog cheheomhwaldong] and strengthening of the territory of Dokdo educatio n in new media space. However, Dokdo education is faced with limitations. First, there are the division and difficulty of classification items in the curriculum of lower and upper grades. Second, the curriculum is not suitable for field education in the middle school. Third, Dokdo education is proceeding formal or one-time activities because of the reality of entrance-oriented education in the high school.