‘2009 개정 『고등학교 한국사 교과서』’의 문화재 자료 분석

Abstract

2009 개정 교육과정으로 2011년에 발행된 6종의 검인정 『고등학교 한국사』교과서의 문화재 관련 자료를 분석하였다. 삼국시대에서부터 19세기 세도정치 이전까지 지정문화재를 중심으로 문화재 사진 자료의 적절성 및 내용상의 오류와 교과서 본문 서술의 문제점을 지적하였다. 첫째, 문화재 자료에 대한 정보가 부족하였다. 교과서에 담는 역사 정보의 양을 대폭 축소하다보니, 구체적인 역사상을 드러내기 위해 필요한 역사 정보와 지식을 서술하지 못하게 되었다. 둘째, 학습 자료를 선정할 때 교육적 효과를 충분히 고려해야 함에도 본문과의 연관성을 충분히 고려하지 못한 자료들도 눈에 띄었다. 또한, 고등학교 역사교과서라는 점에서 항상 제기되는 문제 중에 하나인 학생의 역사적 사고 발달단계에 따른 적절한 자료와 내용서술이 제시될 필요가 있다고 본다. 셋째, 문화재에 관한 교과서의 서술은 전반적으로 개별 사실이나 문화재의 단순 나열이 많았다. 각 시대의 문화재에 관한 역사적 사실들이 단편적으로 교과서에 서술되어 있기 때문에 당시의 문화에 대한 역사적 탐구력과 사고력을 향상시키는데 한계가 있었다. 단순히 문화재 자료를 제공하는 것이 아니라, 문화재 정보를 통해 역사 지식을 구성하는 과정이 필요하다고 본다. 넷째, 본문의 문화재 관련 서술을 검토한 결과, 최근의 연구 성과를 반영한 서술은 찾아보기 힘들었고, 이전 교과서의 내용을 그대로 축약하거나 수 십 년 된 ‘통설’을 그대로 답습하여 많은 오류가 있었다. 학생들에게 고정관념이나 기존의 해석에 대해 새로운 창의적 발상을 할 수 있는 계기를 제공한다는 점에서 교과서와 다른 해석과 논의의 소개가 필요하다고 생각된다. 다섯째, 2009개정 교육 과정에서 강조하고 있는 교류사 적인 측면에서도 동아시아적 연결성을 강조하고 이를 유기적으로 설명하는 방식이 도입되어야 한다고 본다. 우리의 문화적 전통위에 다른 나라의 영향을 어떻게 받아 들여 우리 고유의 문화로 발전시켜 나갔는지에 대한 구체적인 설명이 필요하다. 이 과정에서 문화사가 민족문화의 고유성 혹은 우리 문화의 우수성을 드러내는 수단으로 서술되는 것은 지양되어야 하며, 우리 문화가 형성된 다양한 문화 교류와 사회 현상 속에서 서술되어야 할 것이다. 또한, 문화재 학습에서도 문화재의 가치와 효용성을 새롭게 평가하여 문화재를 본문 서술에 대한 보조 자료의 역할로서가 아니라 문화재를 하나의 텍스트로 여기고 학생들이 탐구를 통하여 새롭게 의미를 재구성하고 표현해보게 하는 문화재 학습이 전개되어야 할 것이다. | 2009 revised curriculum analyzed the Cultural Heritage Resources of Authorization Process - Examination high school "Korean History" textbook published in 2011, six kinds. Since the Three Kingdoms period prior to the 19th century, In-law Government Joseon, pointed out the errors of designated cultural property photos and the Problems in the textbook description. First, there is insufficient information about the cultural heritage materials. It looked significantly reduce the amount of information that holds history in textbooks, was able to describe the history of information and knowledge necessary to reveal the specific history. Secondly, When selecting learning materials did not take full account of the relationship between the body and though fully take into account the educational effectiveness data are also conspicuous. Also, I think in terms of high school history textbooks, it is necessary to appropriate material and content description always according to the historical accident developmental stage of the student, which is one of the issues raised is presented. Third, the description of the textbook on cultural property, in whole, were often simple list of individual facts and cultural assets. Since the historical facts about the cultural heritage of each era has been piecemeal described in the textbook, there is a limit to improve the thinking and historical quest force at the time of culture. I think rather than merely providing a cultural properties article uses the cultural assets information, and the need for the process of configuring the knowledge of the history. Fourth, After reviewing the relevant cultural property described in the text, narrative reflects the latest research findings are browsing struggled, as it shortened the contents of the old textbooks or accept the decades that followed "common view" had a lot of errors. It is believed to be necessary introduction and discussion textbooks and other interpreted in terms of providing an opportunity to be able to new creative ideas to stereotypes and existing interpretation students. Fifth, I think in history of cultural exchanges aspects that are highlighted in the 2009 revised curriculum, emphasizing the Connectivity of East Asian, a method to explain this organically must be introduced. Accept how the influence of other countries on our cultural tradition, there is a need for detailed description of what went evolved as our own culture. In this process, cultural history is the is described as clearly means the excellence of endemism, or our culture of ethnic culture must be sublation, diverse cultural exchange and society that our culture has been formed there is a need to write in the phenomenon. Also, a new assessment of the value and utility of cultural heritage in cultural property learning, rather than the cultural heritage as the role of the supplementary material of the text description, I think the cultural heritage as one of the text, a new meaning through the students explore it should be deployed cultural heritage learning to make see a representation by re-configuration.; 2009 revised curriculum analyzed the Cultural Heritage Resources of Authorization Process - Examination high school "Korean History" textbook published in 2011, six kinds. Since the Three Kingdoms period prior to the 19th century, In-law Government Joseon, pointed out the errors of designated cultural property photos and the Problems in the textbook description. First, there is insufficient information about the cultural heritage materials. It looked significantly reduce the amount of information that holds history in textbooks, was able to describe the history of information and knowledge necessary to reveal the specific history. Secondly, When selecting learning materials did not take full account of the relationship between the body and though fully take into account the educational effectiveness data are also conspicuous. Also, I think in terms of high school history textbooks, it is necessary to appropriate material and content description always according to the historical accident developmental stage of the student, which is one of the issues raised is presented. Third, the description of the textbook on cultural property, in whole, were often simple list of individual facts and cultural assets. Since the historical facts about the cultural heritage of each era has been piecemeal described in the textbook, there is a limit to improve the thinking and historical quest force at the time of culture. I think rather than merely providing a cultural properties article uses the cultural assets information, and the need for the process of configuring the knowledge of the history. Fourth, After reviewing the relevant cultural property described in the text, narrative reflects the latest research findings are browsing struggled, as it shortened the contents of the old textbooks or accept the decades that followed "common view" had a lot of errors. It is believed to be necessary introduction and discussion textbooks and other interpreted in terms of providing an opportunity to be able to new creative ideas to stereotypes and existing interpretation students. Fifth, I think in history of cultural exchanges aspects that are highlighted in the 2009 revised curriculum, emphasizing the Connectivity of East Asian, a method to explain this organically must be introduced. Accept how the influence of other countries on our cultural tradition, there is a need for detailed description of what went evolved as our own culture. In this process, cultural history is the is described as clearly means the excellence of endemism, or our culture of ethnic culture must be sublation, diverse cultural exchange and society that our culture has been formed there is a need to write in the phenomenon. Also, a new assessment of the value and utility of cultural heritage in cultural property learning, rather than the cultural heritage as the role of the supplementary material of the text description, I think the cultural heritage as one of the text, a new meaning through the students explore it should be deployed cultural heritage learning to make see a representation by re-configuration.