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.
초록· 키워드
오류제보하기
Whenever National curriculum was revised, it has been raised that the burden of student learning should be eased through lowering the difficulty and amount of educational content, the discourse about ‘reduction of educational content’. The research team of developing general guidelines tried to solve the problem through reducing the number of semester course taken and the content of subject matter of National curriculum. The development team of History National Curriculum accepted the demands of the research team about reducing educational content by way of ‘reduced number of achievement standards. This was possible by parallel integration of achievement standards and slimming the form of documents in the History National Curriculum. However, it was hard to approve that amount of learning or educational content is substantially reduced through integration. In the analysis about textbooks developed according to 2010 History National Curriculum, despite slimming the form of documents in the History National Curriculum, it was hard to believe that ‘reduction of educational content’ was accomplished. Thus, the discourse about ‘reduction of educational content’, intended by general guideline which is the upper stage in the development work of national curriculum, was not implemented in the sub-step, History National Curriculum and history textbooks.
목차
1. 서언
2. ‘교육내용 적정화’ 담론의 등장
3. 중학교 ‘역사’ 교육과정에서 ‘교육내용 적정화’ 담론의 수용
4. 중학교 ‘역사’ 교과서의 ‘교육내용 적정화’
5. 결어
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UCI(KEPA) : I410-ECN-0101-2013-374-001707520