초등 사회 3-4학년군 검정 교과서의 역사 영역 분석: 선사시대를 중심으로
Analysis on History Area of the Elementaty Social Studies 3rd and 4th Grade Group Authorized Textbooks: Focusing on the Korean Prehistoric Age
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초록
2018년 말에 초등학교 사회에서는 검정제도로의 전환이 추진되고, 2023년에 3-6학년 초등학생 모두에게 사회 검정 교과서가 적용되는 큰 변화가 나타났다. 그런데 이 검정 교과서는 2015년 개정 교육과정에 따라서, 그것도 이미 이 교육과정에 따른 국정 교과서가 나와 있는 상태에서 개발되었다는 특별한 점이 있다. 따라서 본고에서는 교육부에서 검정제도로 전환하면서 내세운 ‘교육과정에 대한 다양한 해석’이 검정 교과서에 나타났는지의 여부를 통해 검정제도 전환의 의미를 살필 목적으로, 초등학교 사회 3학년 2학기 검정 교과서 역사 영역의 선사시대가 국정 교과서와 무엇이 어떻게 다른지를 비교 분석하였다. 분석 결과, 검정 교과서 11종에서의 선사시대 생활모습은 대체로 3학년 생활사 단원의 편제, 주제 ≪① 옛날과 오늘날의 생활모습≫에서의 별도 구성이 국정 교과서와 동일하였다. 또한 선사시대의 내용에서도 대부분의 검정 교과서들은 각 시대별 시간적 상한 설정, 각 시대별 생활모습의 변화상, 각 시대의 사회성격, 각 시대의 구분 활동 등 선사시대를 역사적 맥락 속에서 이해시키기 위한 구성 요소들을 갖추지 않음으로써, 국정 교과서와 차이가 없었다. 그러나 일부 검정 교과서에서는 ‘옛날’ 보다 훨씬 더 이전의 과거라는 의미에서, 선사시대에 대해 ‘먼 옛날’, ‘아주 먼 옛날’이라는 용어들을 차시명에서 사용하여 국정 교과서 및 다른 검정 교과서들과 차이를 보였다. 가장 큰 차이는 검정 교과서 중 일부에서 선사시대가 포함된 3학년 2학기 생활사 단원의 전체적 통일성에 해당되는 ‘변화상’에 맞추어 선사시대 내 각 시대별 생활모습의 변화상을 갖추고, 각 시대의 구분 활동도 제시하였다는 점이다. 특히 후자의 경우는 교육과정에 대한 해석이 국정 교과서와 다른 것에서 비롯되었음을 확인하였다.
Abstract
At the end of 2018, there was a transition to a authorized system in elementary school social studies, and a significant change occurred in 2023 when the authorized social studies textbooks were applied to elementary students in grades 3-6. However, it is noteworthy that these authorized textbooks were developed according to the revised curriculum of 2015, even though national textbook based on this curriculum were already available. This study compared and analyzed the prehistoric age section of the 3rd grade 2nd semester social studies authorized textbooks with the national textbook to investigate whether the claimed ‘various interpretations of the curriculum’ by the Ministry of Education were reflected in the authorized textbooks, aiming to examine the significance of the transition to a authorized system. As a result of the analysis, the depiction of prehistoric age lifestyles in the 11 authorized textbooks was generally organized separately from the organization of the third-grade life history unit and the theme of ‘① Lifestyles of the Past and Present’. Additionally, most of the authorized textbooks lacked components necessary for understanding the prehistoric age within its historical context, such as temporal boundaries for each era, changes in lifestyle of each eras, the societal characteristics of each era, and activities distinguishing each era, thus showing no significant difference from the national textbook. However, some authorized textbooks differentiated themselves from the national textbook and other authorized textbooks by using terms like ‘long ago’ or ‘very long ago’ in the lesson titles, implying a more distant past than merely ‘old times’. The most notable difference is that some of the authorized textbooks are equipped with changes in the lifestyle of each era in line with the overall ‘change’ of the life history unit in the 3rd-grade 2nd semester, including the prehistoric era and also presented activities distinguishing each era. This latter case confirmed that the interpretation of the curriculum differed in these authorized textbooks.
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