일본학 교육을 위한 교재 활용 연구 -<근대사회와문화> 수업 사례를 중심으로-

Abstract

Previous research primarily focused on analyzing middle and high school Japanese language textbooks, as well as beginner-level university Japanese textbooks. Research on textbooks for Japanology education remains insufficient. The selection and use of textbooks in Japanology classes are crucial as they serve as an important medium for the interaction between instructors and students. Therefore, this paper aims to explore ways to approach textbook research for Japanology education through a case study of the textbook use in the "Modern Japanese Society and Culture" course at C University. The research yielded five major findings. First, the instructor of the course selected textbooks based on the following criteria: 1) the student's year of study, 2) the scope of coverage of the semester-long course, and 3) the integration of the course content with other subjects within the curriculum. Second, the characteristics of the textbooks included the following: 1) emphasizing the interconnection between pre-modern and modern Japan, 2) positioning Japan's historical specificity and universality within the context of world history, 3) offering a balanced perspective on modern Japanese history, and 4) facilitating intuitive understanding of history through visual materials. Third, the students interacted with the textbook by 1) summarizing its content, 2) researching related visual materials, and 3) presenting comparative perspectives on Japan and Korea. Through these activities, the students articulated and socialized the results of their engagement with the textbook. The instructor provided feedback on presentations, assisting the students in consolidating and internalizing the content through lectures. Fourth, the use of textbooks helped the students achieve the course objectives, facilitated connections with other major subjects, and supported the students in systematically taking the Japanology curriculum. This was confirmed through course evaluations and student surveys. Finally, given the historical nature of the course, the reliance on text-based materials was central to the course design and implementation, but the need for diverse multi-media resources became evident as a limitation of the textbook.