지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第131輯
- 발행연도
- 2014.9
- 수록면
- 103 - 129 (27page)
- DOI
- 10.18622/kher.2014.09.131.103
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초록· 키워드
오류제보하기
This study examined the function of history textbook as the social and cultural tool and its relation with the national knowledge. Ruling group, who dominates the state, wants to influence on people’s thinking and action in order to support their policies and ideologies. They have the monopoly of interpreting historical facts, constructing ‘official history’ to serve as the cultural tool.
The emphasis on people’s lack of historical knowledge is one way for ruling group to utilize history education as the mean for instilling their ideologies. An intention for excluding historical consciousness and critical thinking is included in the argument that people’s historical knowledge is insufficient. And they often drive the difference of interpreting historical facts among history textbooks to ideological conflict. On this pretext, they attempt to intensify the control of the course of making the history textbook and its contents, and include their historical perspective in the history textbook. National narrative is a typical representation including the ideology of state in the history textbook. It would get people to have the national identity and the pride as one of nation-state members. The national narrative used to describe as a story of freedom and development in Korea as well as U.S. The narrative of Syng-man Rhee government is the story of liberal democracy, whereas the story of Chung-hee Park government is the story of development. We should open the historical interpretation in history textbook and improve pupil’s critical thinking through history for overcoming this problem.
The emphasis on people’s lack of historical knowledge is one way for ruling group to utilize history education as the mean for instilling their ideologies. An intention for excluding historical consciousness and critical thinking is included in the argument that people’s historical knowledge is insufficient. And they often drive the difference of interpreting historical facts among history textbooks to ideological conflict. On this pretext, they attempt to intensify the control of the course of making the history textbook and its contents, and include their historical perspective in the history textbook. National narrative is a typical representation including the ideology of state in the history textbook. It would get people to have the national identity and the pride as one of nation-state members. The national narrative used to describe as a story of freedom and development in Korea as well as U.S. The narrative of Syng-man Rhee government is the story of liberal democracy, whereas the story of Chung-hee Park government is the story of development. We should open the historical interpretation in history textbook and improve pupil’s critical thinking through history for overcoming this problem.
목차
1. 머리말
2. 역사교육에 대한 사회적 관점과 역사교과서
3. 문화적 도구로서 역사교과서와 국가
4. 역사교과서의 국가 내러티브
5. 맺음말
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UCI(KEPA) : I410-ECN-0101-2015-370-002736701