Abstract
This paper is a review of whether or not to implement contextualization by analyzing the modern historical data of ‘Korean History’ high school textbooks based on 2011 the education ministry revised curriculum. As a result, some items of exploration activity are seen, such as the relationship between the data and the data within the exploration activity, and the consistency between the data and the time-space background, which is weak in longitudinal causality and transverse connection. In particular, there was a considerable gap between data and exploratory questions. This characteristic of materials in textbooks not only constrains students’ contextual understanding, but can also significantly reduce the use of textbooks. It is not just a factor that hinders the growth of historical thought that counts in history education, but it can also disrupt the strategy of learning in contextualization. This is why the mutual infiltration of history and history education to research activities and documents surrounding them is very urgent in the course of textbook writing.
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