초,중고 역사교과서에서의 독도 기술과 방향성 검토
분야
인문과학 > 한국사
저자
김수희 ( Su Hee Kim )
발행기관
역사교육학회
간행물정보
역사교육논집 2013년, 제51권 43~78페이지(총36페이지)
파일형식
13400649.pdf [무료 PDF 뷰어 다운로드]
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    This study analysed descriptions in the current Korean Dokdo education, focusing on Korean history textbooks of revised ``Elementary·Secondary School Curriculum``(2010) and examined its directionality. Korean textbooks should be configured as a logical system to response to Japanese claim of sovereignty over Takeshima/Dokdo, clearly shown in ``10 points for understanding Takeshima``. Descriptions in current Korean Elementary·Secondary School textbooks would be summarized as follows. At elementary school level, according to the ideals of education, that "territory is our living foundation for generations", Dokdo education should necessarily emphasize ancestors who had defended living space. The stories of fishermen having relied on Dokdo as an inevitable living space, such as An Yong-bok who banished Japanese from Dokdo, fishermen from Geomundo, women divers from Jeju who gave thanks and performed worship for god of the Sea, Choi Jong-deok, the first resident of Dokdo, have us realize that Dokdo is our precious living foundation. At middle school level, Dokdo education should reconfirm earlier recognition of Dokdo islets as living foundation based on the Part of King Sejong in the Annals of the Choson Dynasty Girijy . In order to refute the Japanese theory that Dokdo is Japanese historical territory, should be put forward evidence such as fishing activities of fishermen from Ulleungdo and document of Daizokan(1887) to the effect that Dokdo does not belong to Japan. At high school level, Dokdo education should cultivate critical thinking of high school students so as to contemplate Dokdo issue between the two countries. The process of San Francisco Peace Treaty would be of help to refute ``10 points for understanding Takeshima`` written by Japanese Ministry of Foreign Affairs and identify problems of Lusk letter. Our current Dokdo textbooks lack of facts and objectivity, only emphasizing the fact that Dokdo is our territory. The improvement of Dokdo education should be made in the direction to identify the issues and criticize Japanese claims.
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