한국사의 의미에 비추어 본 현행 교육과정 고대사 체계의 문제점과 개선 방향

Abstract

In this paper, Korean history, especially pre-modern Korean history, is defined as the process of formation of Korea and Koreans as the present nation, and the structure of Korean history formed in the process was evaluated as largely explaining such process in a broad framework. However, it was pointed out that there is a problem of emphasizing or excluding certain parts as a result of certain selection principles working in the orthodox theory of the late Joseon Dynasty and especially in the concept of minjok. From this perspective, the ancient history structure of high school Korean history, and middle school history in the current curriculum were reviewed. The prehistoric and ancient parts are largely composed of four periods: the prehistoric period, Gojoseon and ‘many countries’, the three kingdoms and Gaya, and the northern and southern kingdoms. Among them, the part leading to the establishment of the three kingdoms from the fall of Gojoseon has not been established, and one of the reasons is thought to be because it excludes Chinese counties including Nakrang. In this paper, I tried to say that there is a problem in the tendency to set boundaries in the beginning of Korean people or Korean history. By setting the boundary in this way, it was made an error of equating the scope to the current Korean, and other lines, such as Chinese counties, were unfairly excluded from the process of Korean history. In history education, the Korean history structure should be presented as an open one that shows the ‘flow’ of the Korean formation process, and furthermore, it should be able to show the formation of Korean culture from a broader perspective. However, not all of this can be achieved in the course of Korean history, and it can be realized in connection with the history of civilization and the history of East Asia.