한국근대사 교육의 쟁점과 과제

Abstract

This study aims to analyze issues and tasks of Korean modern history teaching and to suggest some strategies for developing it. Main issues of Korean modern history teaching are as follows: understanding method of Korean modern history contextualized in world history, routine framework of Korean modern history and its learning method, applying research results of Korean modern history to school history, social conflict around to recognizing Korean modern history. National curriculum and textbook emphasize the context of world history for understanding Korean modern history. But there are some differences of interconnecting with Korean modern history and world history among history textbooks. The content on the policy of Western states and world context is not involved in middle and high school history textbook. Next, the framework of Korean modern history in history textbook and history classroom has little changed since 1970s. History textbooks accepted many research results of Korean modern history. But there are some differences among textbooks, and the description of same historical facts changes according to writing guideline and through the course of authorizing textbook. Social conflict around to recognizing Korean modern history has political nature. The evaluation on the opening of a port and the enlighment policy, colonial modernity controversy and independent movement Lee, Sung-man are hot issues in Korean modern history. We should firstly reorganize learning contents to solve these problems on Korean modern history teaching. Some strategies to reorganize learning contents of Korean modern history are as follows. First, we should restructure content framework of Koran modern history. We can refer to handbook for studying Korean history and research book which try to understand the developing course of modern times based on state vision. Second, we should control elements of learning contents. We should structure contents of Korean modern history at first, construct sdtoryline for understanding them next, and select historical facts suitable to them last. Third, we should make up for learning contents, for example, history of nation movement, people movement and the minority. It is important to transform from knowing historical facts to developing critical thinking of history education. Critical thinking is necessary for learning Korean modern history. History teacher provide various experiments of act to develop students' critical thinking. Students should judge historical circumstance and select decision-making in history classroom. History teacher should make history classroom for students to think modern historical facts or documents with multi-perspective. It is desirable for developing critical thinking to describe the same historical fact with other’s perspective, and compare and then evaluate its results.