역사 교과서 제2차 세계대전 삽화 자료 비교 분석 - 한ㆍ중ㆍ일ㆍ미ㆍ독 교과서를 중심으로 -

Abstract

A textbook is composed of the text which is a linguistic medium and illustration materials having the characteristic of a visual medium. While many sentences are necessary if historical facts having many meanings in them are to be expressed in the form of the text alone, illustration materials can contain diverse historical meanings in only one scene; and can rather deliver meanings more effectively. As a result of the analysis of illustration materials relating to the Second World War, it was found that in the case of South Korea's textbook, illustration materials as well as its description were poor, though the country was influenced directly and indirectly by the war. The Chinese textbook was presenting detailed illustration materials regarding the process of the war and Soviet Union because it regarded the war as a cause of the transition to socialism; but it was not able to go beyond ideological limits. USA's textbook presented diverse illustration materials in its <Activities Area>; through which it sought problem solution focused on activities, not rote lessons. Also, it was representing circuitously the humanism of a victorious country. As for the German textbook, it was shifting part of the blame for the war onto the Treaty of Versailles, though it was reflecting upon the past thoroughly through providing realistic illustration materials and presenting the circumstances of the period as detailedly as possible. The Japanese textbook presented completely Western-oriented illustration materials, and suggested that Japan was another victim through emphasizing the misery from bombing, although Japan was both a country directly participating in the war and a defeated country. A common point found in the analysis of illustration materials in Korean, Japanese, and Chinese textbooks was that description on the development and progress of the war was focused around European countries. Although all of the three countries belong to Asia, illustration materials related to the Asian sphere were completely excluded. In the case of the USA and Germany, various illustration materials concerning the Pacific War and damage on the Asian sphere were also presented, while the very Asian countries neglected them. As a result of this study, it was proven that illustration materials are not secondary materials of the text any longer. And, for them to be born again as effective materials aiming to achieve the purpose of learning history, a learner should cultivate insight to see the author's hidden intention correctly.