‘국민적 정체성’ 형성을 위한 교육과정에서 ‘주체적 민주시민’을 기르는 교육과정으로: 향후 역사교육과정 연구의 진로 모색

Abstract

The focus of this paper is on confirming the important role of the study of history curriculum in overcoming the current deep crisis caused by wrong history education policies of conservative government. And I must stress, real improvement we want, only works with studentdirected- researches, which see students as subjects of education. From this point, it is worth highlighting that ‘korean modern history’ has become the important part of history curriculum since the 7th national curriculum. According to recent surveys on ‘Student’ s Opinion on History and History Education’ taken in large scale more then 1,200 every time by teachers and researchers belonging to the History Education Institute, Over 70 percent of students choose the modern and contemporary as worthy of study in all ages of korean history. Another one thing to remember as productive result in the field of national curriculum development is the ‘History’, the new-born subject in 2007 revised history curriculum, the best feature of it is comprehensive recognition and reflection through World-Korean history. Until then, our history education has been very rigid and has lacked any diversity. On top of that, in these days, some researchers and teachers began to look at the potential of history education as core subject in democratic civil education. They are seeking various ways to develop history curriculum which vased on democratic values. Then I put forward three future-oriented propositions, necessary for progression in the study of student-centered program history curriculum. First is to examine critically ‘state-centric-narration’ Which deeply ingrained in history textbooks and ordinary public understanding about korean history. Second, we need to come up with various ways for organizing democratic values-based curriculum; peace, civil rights, the respect of difference and coexistence and so on. Third, we must realize that to delay is no option in the fight with a series of measures designed to entrench of deep- right- biased history curriculum.