현행 역사 교과서 한국 근·현대사 서술의 학습 내용 계열성 검토 : 중단원 ‘3·1운동과 대한민국 임시 정부’를 중심으로

Abstract

If repetition is inevitable in history education, discussions aimed at ensuring the sequence must begin with the recognition of it. So recent discussions on securing discrimination between middle and high schools while maintaining repeatability are drawing attention. This possibility can be seen through chapter ‘the March 1st Independence Movement and the Korean Provisional Government’ of the middle school “History” and the high school “Korean History” textbooks currently in use. Meanwhile ‘the March 1st Independence Movement and the Korean Provisional Government’ is presented as an content-element in both the Revised 2015 Curriculum of middle and high school. And according to the Revised 2015 Curriculum, the national movements are expected to be presented as a process of forming a modern nation state in middle school, and as a process of forming a modern nation state and independence movements. This is different from the current textbooks, but in the aspect of “ensuring the sequence through repeatability”, it can be said to be the same.