국정제 이후 변화를 모색하는 초등학교 사회 교과서의 비판적 검토 – 5~6학년 역사 영역을 중심으로 –

Abstract

Elementary school history textbooks by the authorization system began to be used since 2022. The change from the national textbook system to the authorization system is a great change. This article is a critical review of the current textbooks, with the hope that it will serve as a catalyst for better textbooks to follow. First, it attempts to focus on a single subject. There were voices from the field that there is a lot to learn in history in elementary school, as well as in secondary school. In consideration of the burden on learners, changes are being made to the way text descriptions and maps are presented. Second, the unit organization is flexible. Even though the national textbook and the textbooks of the authorization system are the same curriculum, there are differences in the way units are organized. In the case of the Japanese occupation, different textbooks organized the units differently and changed the contents of the units. Third, various materials are being discovered and reflected in the textbooks. New materials are emerging, rather than being stuck in some kind of formalized content. From the outside, this is considered one of the biggest changes brought about by the textbooks of the authorization system. Fourth, the textbook is organized in a way that takes into account students and women. As it is a textbook for students, it is important to use terminology and explain things at their level, but it is also very meaningful to show how people their age lived in the field of history. Efforts have been made to organize the text, materials, and illustrations so that students can more actively engage with history. Despite these positive changes, there are still many areas for improvement. Students should be provided with appropriate terminology, expressions, and sentences. There are sentences that are rambling with inconsistent subject and predicate, sentences that are cluttered with unnecessary words and expressions, and sentences that read as if they were written in the middle and are not clear. Simple factual errors. These need to be carefully reviewed at the textbook development stage. To solve the problem of factual errors, I would like to see the textbook reviewed by history majors. In addition to content errors, it is also very necessary to review the sentences carefully.