『고등학교 동아시아사』 교과서의중국사 서술

Abstract

East-Asia textbooks focus on exchanges and cooperation rather than on wars and struggles between East Asian states. East Asia history emphasizes the peaceful exchange of civilizations but does not describe much of mutual conflicts and confrontations. However, past wars and conflicts need to be explained with appropriate portions. Considering the 21st-century future-oriented cooperative relations of East Asia, exchanges and cooperation in the past history may be regarded as important, and if past wars and conflicts are handled lightly, it may be yet another bias. In addition, East-Asia textbooks regard East Asian states relations as important, and describe East Asia history centered on Korea. However, peripheral areas of East Asia, seen from the current perspective, played an important role in the past history. East-Asia history textbooks should see the past beyond current Korea, China and Japan and complement the contents about the history and roles of peripheral peoples and states. East Asia history generally relatively details ancient and medieval history, but is lacking in describing early and recent modern history. Among 6 units, 4 units handle pre-early modern history, and unit 5 and unit 6 handle early and recent modern history. However, considering Korea's relevancy to modern times, the portion of early and recent modern history is relatively small. East Asia history textbooks are composed by theme, and with a lack of understanding about general history of East Asia, theme history may not be properly understood. In the textbooks, Balhae appears and is followed by Goguryeo, and this type of composition may confuse students. If students do not understand the general history including the history of dynasties in middle school curricula, they could not easily understand the East Asia history which is composed by theme. East Asia history textbooks need to be described in consideration of those students who lack the understanding of general history in middle school curricula. Early and recent modern history of East Asia is handled by theme, lacks close connection between segments, and repeats same contents, making it difficult for students to understand the flow of history. Early modern history portions explain the opening of ports, people states, imperialist invasions, anti-invasion people movements, etc. separately, repeating chronological flows, and the opening of ports and imperialist invasions, and resistance movements against these should be separately explained. Modern history portions should separately explain the handling of the aftermaths of Second World War, restoration of diplomatic relations, Cold War and wars, economic growth, and various nations' politics to help students appropriately understand the modern history. Furthermore, the system and contents of 『Korean history』, 『East Asia history』, and 『World history』 textbooks need to be systematically composed. Descriptions in 『Korean history』, 『East Asia history』, and 『World history』 textbooks could be partially duplicated, but need to unify contents and terms.