2009 개정 교육과정에 의한 초등 사회교과서 개발의 난제와 대안 탐색

Abstract

Social studies textbooks are developed through the process of improving problems presented in the existing textbooks, understanding and solving problems of new curriculum. This study aimed to provide the basic data for next social studies curriculum and social studies textbooks and help to understand who try to develop and use social studies textbooks by showing development process of 2009’s revision elementary social studies textbooks. The current elementary social studies textbooks are showed problems such as contents duplication due to change sequence in social studies contents, lack of connection between contents and contents, contradiction of organization of type contents, excessive explaining text. It seems to appear such problems in new textbooks. Because 2009’s revision social studies curriculum also involve many problems such as absence of sequence logic, lack of connection between contents and contents, ambiguity of achievement standards. So researchers tried to solve predicted problems through some solutions such as communication and consensus process with authors, exploring narrative structure, balanced placement of content areas in grades band, reduction of classes due to section increase. And we presented new organization type of contents. Social studies textbooks development is not process of presenting simply, but understanding and interpreting curriculum contents. Therefore, In order to develop high-level social studies textbooks, it is essential to research of contents in social studies curriculum, in other words, study about contents selection and sequence, appropriate contents on learners development. And it is need to make curriculum commentary for the development of the social studies textbooks and to make sharing ground for researchers, textbook authors and deliberators.