초등학교 사회과 지역화 교과서 분석 및 발전 방안

Abstract

Abstract

Analysis and Improvement of Localized Textbooks of Elementary School Social Studies

Lee Sang-hyeon Major in Social Studies Education Graduate School of Education Bukyong National University Supervised by Prof. Lee Dae-hee

Social studies is a subject focusing on fostering capability to respond to new changes in society actively and right qualification as democratic citizens who can make reasonable decisions. For such purpose, social studies have textbooks localized for each region. Localization of textbooks enables fresh materials directly met in daily life to be used in classes, thus increasing learning effects, deepening understanding of locality, and promoting love of one's home. Such localization has been discussed since the beginning of social studies education, and in particular, the 7th Curriculum enabled localized textbooks of social studies for the third grades to be published by local education offices freely and as for the fourth grades, local textbooks were published as approved books for relevant cities and provinces. The localized textbooks are sufficiently helpful in that efforts and burdens of re-structuring curriculum for localized learning are resolved and that localization of curriculum can be practically conducted in the education fields. However, although localized textbooks have been developed to reflect local properties and desires of learners and local society according to the localization logic of social studies curriculum, their status has not been established sufficiently as the localized textbooks fail to function as aid textbooks for teachers and students in the field. Also, such textbooks have not met the purpose of the localization because of lack of teachers' understanding of localization, immaturity of conditions, and difficulty in publishing localized textbooks and materials. In this context, it is needed for the textbooks to be structured to function for the purpose of the development in the field. The authors in this study present directions to enhance efficiency and consistent development of the localized curriculum based on analysis of textbooks and questionnaires. First, various materials including photos, pictures, maps, graphs, and tables have been presented to enhance learning efficiency in the localized textbooks. In addition to it, it is needed to provide learning materials with sense of reality by development of multimedia materials though they are not possible to be included in the textbooks. Second, although the existing localized textbooks present sufficient materials, photo materials sometimes fail to fulfill the function due to limitations in paper textbooks, and as shown in the questionnaires, students rather than teachers do not have interest in the localized textbooks. It is needed to enlarge the size of the textbooks and to present color materials so that students have spontaneous interest. Third, visiting and learning from voluntary figures who have knowledge and experience in the relevant local is particular effective in the localized learning, but as shown in the questionnaires, this method is the most one in learning. Although it is hard to resolve the problem in the near future in reality, it may be favorable method that personnel infrastructure for localized learning per regions or school districts is organized and supported systematically as a future-oriented measure. Conclusively, as in all the subject learning, it is hard to resolve insufficiency in localized learning in a short time, but the localized learning may be better in process of finding and resolving existing problems gradually.