역사 교과서 도입 주제 구성, 어떻게 할까?

Abstract

The ‘introduction topic’ of history textbooks should deviate from the way of listing the reasons for learning history and the flat definition of ‘history is a conversation between the past and the present' as before. Introduction topic is a short ‘learning topic’ that appears at the beginning of the textbook, but its meaning is more than a learning topic. It is a practical expression of the concept of history education consisting of constant awareness of the socio󰠏cultural context in which history education exists, historical critical thinking and controversy as an intrinsic value of history to step into the present and explore the past, and educational ideals to help students form themselves. The introduction topic should be constructed based on the perception of the role of school history education today. Through school history education, students should be able to have their own standards to identify and evaluate the history of various forms and contents experienced in everyday reality. It should also be able to recognize the power of the history, that is, the power of the past from history, and how it works or is exercised. It should also be realized that students themselves can be the subject of creating and conveying history to others. In addition, it should be possible to feel solidarity and responsibility for each other and accept that it is oneself and fellow students who are next to each other who imagine and create a changed society different from the present while critically giving insight into the past. Based on this role of school history education, the ‘introduction topic’ should provide intellectual tools for students to reflect on and meaning the process of learning history and the results of learning on their own.