현행 ‘역사부도’의 현황 및 개선방안

Abstract

The use of historiy auxiliary textbook mainly composed of maps and visual aids at school sites has decreased significantly in recent years. In the late 1990s, when the 6th curriculum was implemented, high schools could not afford to open history auxiliary textbooks in class due to a lack of time. In particular, this tendency became more noticeable after the 7th curriculum, which began to include various maps, visual materials, and research activities in the textbooks. Recently, maps and visual materials in history textbooks are richer than ‘history auxiliary textbooks’ and are often superior in quality. As of now, history textbooks can not be evaluated as functioning as supplements to textbooks by listing the same data as they contain in textbooks. To remedy these problems, it is first necessary to change the system to concurrently write and examine textbooks and collateral. After both the writing and the testing of the textbooks are completed, the connection of the contents of the textbooks should be enhanced to allow collateral to be written according to the contents of the textbooks. In terms of content composition, it is necessary to organize afresh to better understand the textbooks, rather than using traditional maps and visual aids. For example, explanations of historical terms, descriptions of persons, and specific explanations of various cultural heritages should be included in consideration of the school level. In addition, it is desirable to organize the study activities of about one-third of the contents of a textbook using simple questions and materials. However, the new history book should not just be a collection of questions to confirm what has been learned and should focus on boosting students ’ historical thinking.