@article{ART002427252},
author={Park, sangmin},
title={Current Situation and Perspectives of Goryeo Dynasty History Education in High School},
journal={The Review of Korean History},
issn={1225-133X},
year={2018},
number={132},
pages={47-84},
doi={10.31218/TRKH.2018.12.132.47}
TY - JOUR
AU - Park, sangmin
TI - Current Situation and Perspectives of Goryeo Dynasty History Education in High School
JO - The Review of Korean History
PY - 2018
VL - null
IS - 132
PB - The Historical Society Of Korea
SP - 47
EP - 84
SN - 1225-133X
AB - There are two perspectives on history education: what to teach and how to teach. This study examined textbook descriptions under the consciousness of these problems.
First, stereotypical narrative is continuing in textbook narrative. Political history is a story centered on strengthening the kingship. The view of diplomacy is centered on aggression and resistance. The description of Sambeo1cho is written in terms of independence. In the case of Myo-Cheong incident, Shin Chae-ho’s view is presented as a conclusion.
Second, textbook descriptions do not provide students with meaningful learning experiences. It presents various interpretations compared to previous textbooks. However, the interpretation of the historian is presented as a conclusion. In other words, the students themselves are unable to provide learning experiences that explore and interpret and conclude.
In order to overcome these problems, we looked at two ways of improvement. Curriculum and textbooks.
In terms of the curriculum, in the long term, it is necessary to guarantee the autonomy of the curriculum at various levels such as local, school, and teacher. In addition, a minimum standard for selecting the content of the national level curriculum is needed. 1) 1)Knowledge of the minimum level of culture necessary to live as a citizen of the world, the Korean people, and the local community. 2) And knowledge to help raise democratic citizens such as critical thinking and empathy.
On the textbook side, we should provide a meaningful learning experience that fosters critical thinking skills. To do this, it is necessary to critically read stereotypes. It is necessary to introduce a mystery method such as questions and inquiries. Controversy and discussion experiences should be provided. It needs to be seen and compared with East Asian and local perspectives.
KW - history education on Goryeo Dynasty;the Korean history textbook
DO - 10.31218/TRKH.2018.12.132.47
ER -
Park, sangmin. (2018). Current Situation and Perspectives of Goryeo Dynasty History Education in High School. The Review of Korean History, 132, 47-84.
Park, sangmin. 2018, "Current Situation and Perspectives of Goryeo Dynasty History Education in High School", The Review of Korean History, no.132, pp.47-84. Available from: doi:10.31218/TRKH.2018.12.132.47
Park, sangmin "Current Situation and Perspectives of Goryeo Dynasty History Education in High School" The Review of Korean History 132 pp.47-84 (2018) : 47.
Park, sangmin. Current Situation and Perspectives of Goryeo Dynasty History Education in High School. 2018; 132 : 47-84. Available from: doi:10.31218/TRKH.2018.12.132.47
Park, sangmin. "Current Situation and Perspectives of Goryeo Dynasty History Education in High School" The Review of Korean History no.132(2018) : 47-84.doi: 10.31218/TRKH.2018.12.132.47
Park, sangmin. Current Situation and Perspectives of Goryeo Dynasty History Education in High School. The Review of Korean History, 132, 47-84. doi: 10.31218/TRKH.2018.12.132.47
Park, sangmin. Current Situation and Perspectives of Goryeo Dynasty History Education in High School. The Review of Korean History. 2018; 132 47-84. doi: 10.31218/TRKH.2018.12.132.47
Park, sangmin. Current Situation and Perspectives of Goryeo Dynasty History Education in High School. 2018; 132 : 47-84. Available from: doi:10.31218/TRKH.2018.12.132.47
Park, sangmin. "Current Situation and Perspectives of Goryeo Dynasty History Education in High School" The Review of Korean History no.132(2018) : 47-84.doi: 10.31218/TRKH.2018.12.132.47
