일본 역사교육에서 자국사와 세계사의 통합 방안 분석 -일본학술회의의 제언을 중심으로-

초록

This thesis analyzed the integrated curriculum of <World History> and <Japanese History> proposed by Science Council of Japan (SCJ) with a view to seeking for integration of the world history and Korean history. SCI published a proposal on the reform plan of history education at high school for three times in 2011, 2014 and 2016, for which draft integrated curriculum between the world history and Japanese history can be divided into four types. The following shows the result of analyzing the characteristics of each type by six viewpoints established by the writer: First, by different viewpoints on history education, it was found that there are different ways to integrate Japanese history centering on the world history. Complete history-type composition follows the viewpoint that history education requires teaching of systematic historical knowledge. Subject-type composition follows the viewpoint that high school requires subject learning which enables to grasp the meaning of history, instead of repeating the complete-history learning at middle school. Complete-history & subject type is the compromise between complete-history and subject types. Second, for careful selection of historical content, ways of focusing on specific period or region, selecting content by subject or particular perspective, etc. are being used. Third, though there are different ways of periodization by types, all types commonly divide premodern and modern on the basis of the time when the world’s unification (globalization) started. Fourth, for each type, diverse ways of regional classification are presented according to target period, subject, etc. In subject-focused composition, it is hard to find consistency of regional division for subject-related regions only. Fifth, for each type, diverse forms of subject learning are being introduced from the viewpoint of attaching importance to fostering historical thinking. Lastly, as to presenting introduction and summary units, there are cases of presenting only the former, only the latter, both and neither.

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