고등학교 사회교과서의 통일교육에 관한 연구

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사회교과서 통일교육 교육과정
In current society that is rapidly changing in quality and quality and under change of international order that is characterized by informatization and globalism, our high school education on national unification is more important than any other time. Therefore, textbooks on social studies should present more specific and real issues on national unification.
This study is to identify whether the textbooks reflect proper issues on national unification in this rapidly changing time through analysing what is dealt with in high school textbooks of social studies as basic data for research involved in national unification. Then it is to analyse what data on social issues are used to encourage students' understanding and what kind of problems exist, and to present improvement plans on it.
The national unification issues to be analysed are categorized into four sections: main contents of textbooks, analysis of the content on national unification, education objectives of national unification and intensive study. They are sub-categorized into a total of 13 sub-sections to analyse the education of national unification.
For the purpose, this study identifies definitions and basic theories of national unification education based on a bibliographical study, types, weight and characteristics of national unification education our high school social studies deals with, and what data have been used to encourage students's understanding. The results of the analysis are presented as follows:
First, this study examined seven types of textbooks according to different publishers. Each of them deals with facts, skills, attitudes, necessity of national unification, its issues and plans in similar quantity. As each deals with national unification even a little, it can not be said which one is better.
Second, this study examined quantity in description on national unification in social studies textbooks. Each describes only one to two pages of the subject and the description is narrative, not objective. As it lacks cultural and practical approaches, which are unconnected and poor in substance, it is found that the social studies is not effective in education on national unification.
Third, this study examined use of data that are to induce learners' attention and interest and to nurture thinking and exploring power. They use many pictures and graphs that tend to present issues on national unification too simply. There is much deviation according to weights of national unification issues. Many data have been used for the issues with great weight while data have been poorly or not used for those with less weight.
Based on the results above, this study suggests what to be improved for national unification education in social studies textbooks.
First, the national unification education should be provided for all the grades. The opportunities of education it's demand are different to individual students according to which subjects are selected for Grade 11 and 12 of high schools, and the unification education is inclined to the department of Ethics. This study presents how to revise and complement the content by reorganizing the textbooks of social studies of Grade 10 integrated in the 7th Curriculum.
Second, our current national unification education is highly dependent on lecture-type class using only textbooks. So the education should focus on value exploration rather than cramming education by practical education or invited lectures.
Third, the education should be provided through various special and discretionary activities in addition to curriculum-based education and encourage students to identify the trend of national and global change properly and to respond to it flexibly. For this, we need further studies on various educational data and methods.
Alternative Title
A Study on the Unification in High School Society Textbooks : Focused on the 7th National Curriculum
Alternative Author(s)
Go, Mi-Ra
조선대학교 교육대학원
교육대학원 일반사회교육
Awarded Date
2008. 8
Table Of Contents
제1장 서론 = 1
제1절 연구의 목적 = 1
제2절 연구범위 및 방법 = 3
제2장 이론적 배경 = 5
제1절 통일교육의 의의 = 5
1. 통일교육의 개념 = 5
2. 제7차 교육과정의 통일교육의 목표 = 7
제2절 학교 통일교육의 환경변화 = 8
1. 국제질서의 변화 = 8
2. 통일의식의 변화와 과제 = 11
3. 교육과정의 변화 = 12
제3절 고등학교 사회교과서의 통일교육의 특징 = 15
1. 사회과의 통일교육의 실재 = 15
2. 제7차 선택교육과정의 통일관련 사회교과 내용 = 16
제3장 고등학교 사회교과서 통일교육 분석 = 18
제1절 분석틀의 설정 = 18
1. 분석대상 및 범위 = 18
2. 분석기준 및 방법 = 20
제2절 통일교육 비중 및 영역별 내용분석 = 23
1. 출판사별 사회교과서 비중 및 유형 = 23
2. 사회교과서의 영역별 내용 분석 = 26
제3절 통일교육 문제에 대한 내용분석 = 28
제4절 통일교육에 대한 학습자료 및 탐구활동 분석 = 43
1. 사회교과서별 학습자료 수 및 비중 = 43
2. 통일교육에 대한 탐구활동의 비중 = 44
3. 탐구활동 주제의 선행학습 여부 = 45
제5절 통일교육에 대한 결과분석 = 46
1. 비중 및 유형 분석 = 46
2. 내용 분석 = 47
3. 자료 활용도 분석 = 49
제4장 고등학교 통일교육의 문제점과 개선방안 = 50
제1절 통일교육의 문제점 = 50
1. 교육목표상의 문제점 = 50
2. 교육내용의 문제점 = 51
3. 교육방법상의 문제점 = 54
4. 정책개선 문제점 = 55
제2절 고등학교 통일교육의 개선방안 = 56
1. 교육목표상의 개선방안 = 56
2. 교육내용 개선방안 = 56
3. 교육방법상의 개선방안 = 57
4. 정책 개선방안 = 59
제5장 결론 = 61
조선대학교 교육대학원
고미라. (2008). 고등학교 사회교과서의 통일교육에 관한 연구
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Education > Theses(Master)(교육대학원)
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