4차 산업혁명시대 역사교육의 핵심역량과 핵심주제

Abstract

This paper studied the core competencies and core topics of history education that should be emphasized in the era of the fourth industrial revolution.BR In the 4th Industrial Revolution, humanities, especially history and history education, should be studied and educated at the natural and cosmic levels beyond the center of human nature.BR As suggested by WEF, OECD, UNESCO, DeSeCo, and P21, education that develops creative capabilities should be more critical in the era of the fourth industrial revolution, emphasizing only competency-oriented education. However, some limitations do not mention how competence is formed and developed and how the student development process and competency building relate. It should be very vigilant, as there will be many risks of subordinating competency education if the provision of future societies determines core competencies.BR Competent scholar Charles Fadel et al. mentioned 4C in 2009 in the 21st Century Skills, which is essential to accept. It is because not only core competencies but also traditional knowledge bases are needed. This knowledge base is the core theme, the traditional historical knowledge, the present writer means. History education should also be taught not only by the core capabilities required by a future society based on the educational ideology and human image that the future requires but also by the core facts, which are traditional historical facts based on existing knowledge.