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2015 개정 교육과정 고등학교 『한국사』 교과서 한국근대여성운동사 수업방안 연구

  • 이기철 (Kicheol Lee, 교육대학원 역사교육전공)

초록/요약

현재 역사학계와 역사교육계에서는 대안적인 역사교육의 담론이 논의되고 있다. 이 담론이 논의되는 가운데 등장한 것이 2015 개정 교육과정이다. 2015 개정 교육과정은 핵심역량을 도입하여 학교교육이 기존의 지식 전달 위주의 교육에서 벗어나 학습자가 실제로 지식을 활용하는 능력을 배양하는데 초점이 있다. 2015 개정 교육과정을 토대로 검정되어 나온 이번 고등학교 『한국사』 교과서는 지식 위주의 교과서 내용은 줄어들고 학습자에게 역사적 사실을 탐구하는 경험을 제공하기 위한 다양한 자료를 수록했다. 그러나 『한국사』교과서 내 서술 중 여성 관련 부분은 미흡한 모습을 볼 수 있었다. 본 연구는 이에 주목하여 고등학교 『한국사』 내 한국근대여성운동에 초점을 맞추어 교과서 서술을 분석하고 이에 대한 수업방안사례를 제시했다. 이 부분은 교과서 내에서 여성 관련 서술이 미흡한 것을 알 수 있는 동시에 교과서에서 소외되었던 여성에 집중하면서 다양한 시각을 볼 수 있기 때문이다. 먼저 교과서 집필의 기준이 되는 교육과정을 검토하여 한국근대여성운동에 대한 집필 방향성과 특징에 대해 파악하려 했다. 그 다음 2015 개정 교육과정을 토대로 제작된 고등학교 『한국사』 9종에 대한 한국근대여성운동 서술 분석을 했다. 서술 분석을 통해 도출할 수 있는 문제점은 크게 2가지였다. 첫째, 교과서 단원 편성과 내용 배치에 관한 것이다. 한국근대여성운동에 관한 부분은 편성된 단원에 흩어져서 서술되어 있어 한국근대여성운동에 대한 흐름을 파악하는 데 어려움이 있었다. 교과서 내 서술 내용이 부족하여 참고자료를 통해 설명하려 했으나 본문과 참고자료의 배치가 어긋나 학습자의 이해에 방해가 될 가능성이 있었다. 둘째, 최신 연구 성과 반영의 부족과 다양한 자료의 부재가 있었다. 교과서가 개정되면서 내용의 수정이 이루어지지만 최신 여성사 연구의 반영은 아직 미흡했다. 또한 교과서 내 수록된 참고자료도 9종의 교과서가 비슷한 참고자료를 많이 사용하는 경우가 많았다. 이러한 분석을 통해 도출한 개선방향은 교과서를 재구성한 수업방안이었다. 현재 역사 수업은 교과서를 의존하는 것이 아닌 교사가 교과서를 재구성하여 만들어가는 수업이기 때문이다. 그래서 교과서의 서술 개선 방안을 제시하는 것이 아닌 실제로 수업에서 사용할 수 있는 수업방안의 사례를 언급하면서 한국근대여성운동에 대한 수업방향의 한 예시를 제시하려 했다. 수업방안은 각 단원 별로 도출한 특징과 문제점을 통해 알맞은 수업의 형태를 제시했다. 사료학습을 통해서는 학습자가 사료를 해석하고 당시 여성들의 생각과 삶의 변화를 이해할 수 있도록 했다. 모의재판은 당시 여성들이 처한 상황과 사고과정을 이해하고 여성들의 입장을 학습자가 직접 평가하도록 했다. 본 연구는 고등학교 『한국사』 교과서에서 나타난 한국근대여성운동사를 분석하면서 현 교과서 서술에 대한 문제점을 지적하고, 이에 대한 수업방안의 사례를 제시하면서 한국근대여성운동사 관련 서술에 대한 관점 변화에 대한 인식을 갖게 하고 이를 극복하기 위한 수업방안을 제시했다는 점에서 의미가 있다.

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초록/요약

Nowadays, the discourse of alternative history education is discussed in the history and history education. The 2015 revised curriculum emerged while this discourse was discussed. The 2015 revised curriculum bringed core competencies for school education focuses on developing learners' ability to actually use knowledge away from existing knowledge transfer-oriented education. The high school 『Korean History』 textbook, which was tested based on the 2015 revised curriculum, contains various materials to provide learners with an experience of exploring historical facts and reduces the content of knowledge-oriented textbooks. However, It was found to be insufficient to the women-related part of the description in the 『Korean History』. This study pays attention to this situation. This study analyzes description of the high school 『Korean History』textbook focused on Korean modern women's movement and demonstrates examples of insturction plans. Because this part can know women-related part to insufficient in the textbook. and it is able to various perspectives focused on a woman who left out of the textbook. By reviewing the curriculum, This study tries to the direction and characteristics of writing about the Korean modern women's movement. Then, the description of the Korean modern women's movement was analyzed to nine types of high school 『Korean History』produced based on the 2015 revised curriculum. There are two major problems that can be derived from narrative analysis. First, it is about the organization and content arrangement of textbook units. It is difficult to grasp the flow of the Korean modern women's movement because the parts related to the Korean modern women's movement are scattered and described in the organized units. There is a possibility that it would interfere with the learner's understanding to misplaced the arrangement of the text and reference materials but the description in the textbook was insufficient, so I try to explain using reference materials. Second, it is about the lack of reflection of the latest research achievements and the scarcity of diverse materials. While the content is revised as textbooks are updated, the reflection of the latest women's history research is still insufficient. Additionally, it is common for the reference materials included in the textbooks to be quite similar across the nine different textbooks. The improvement direction derived from this analysis is a teaching method that reconstructs the textbook. Currently, history lessons are not depend on textbooks. Teachers reconstruct the textbooks to create their lessons. So, This study demonstrates examples of teaching methods that can be used in actual lessons to regard korean modern women's movement, not explains description improvement plan for textbook. The instruction plans propose appropriate forms of lessons based on the characteristics and issues identified in each unit. Through historical materials, learners is able to understand interpret the sources and understand the thoughts and life changes of women at that time. The mock trial allowed learners to understand the situations and thought processes of women during that period and to evaluate the perspectives of women directly. This study is meaningful in that it points out the problems of the current textbook description, presents examples of instructional plans, raises awareness of changes in perspective on the history of the Korean modern women's movement, and suggests instructional plans to overcome this issues.

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목차

국문초록 ···························································· ⅰ
Abstract ···························································· ⅳ
목차 ································································· ⅶ
표 목차 ······························································ ⅷ

Ⅰ. 머리말 ··························································· 1
1. 연구의 필요성 및 목적 ··························································· 1
2. 연구 내용 및 방법 ·································································· 7

Ⅱ. 고등학교 『한국사』 교육과정과 교과서 체제 및 구성 ········· 10
1. 고등학교 『한국사』 교육과정 검토 ······································· 10
2. 고등학교 『한국사』 교과서 단원구성 분석 ··························· 16

Ⅲ. 교과서의 한국근대여성운동사 서술 내용 분석 ··············· 22
1. ‘근대 국민 국가 수립 운동’에 대한 분석 ································ 22
1) 여성의 사회 진출 ······························································ 22
2) 여성의 삶의 변화 ······························································ 27
3) 개선방향 ············································································ 30
2. ‘일제 식민지 지배와 민족 운동의 전개’에 대한 분석 ············· 32
1) 여성의 항일운동 ································································ 32
2) 신여성의 활동 ··································································· 38
3) 개선방향 ············································································ 49

Ⅳ. 한국근대여성운동사를 이용한 수업방안 사례 ················ 52
1. 근대여성운동에 대한 수업방안 ··············································· 52
2. 근대사회의 변화와 신여성의 등장에 대한 수업방안 ·············· 64

Ⅴ. 맺음말 ··························································· 76

참고 문헌 ··························································· 80

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