초등 <슬기로운 생활> 및 3, 4학년 <사회> 교과의 다문화교육 내용 분석

• 영문명: Content Analysis of Multicultural Education in Elementary Social Studies: the case of ‘wise life’ textbooks and third- and fourth-grade social studies textbooks
• 발행기관: 한국다문화교육연구학회
• 저자명: 구정화(Jeonghwa Koo) 문혜숙(Hyesook Moon)
• 간행물 정보: 『다문화교육』제2권 1호, 1~17쪽, 전체 17쪽
• 주제분류: 사회과학 > 사회과학일반
• 파일형태: PDF
• 발행일자: 2011.04.30

국문 초록

이 연구는 2007년 이후 개정된 초등학교의 <슬기로운 생활>의 사회관련 내용 부분 및 3, 4학년의 <사회> 교과서를 대상으로 다문화 내용요소 및 다문화교육 기술 특성을 분석한 것이다. 분석의 틀은 조영달 외(2009)에서 교육과정을 분석하기 위한 틀을 사용하였다. 분석 결과는 다음과 같다. 첫째, 교과서는 다문화교육에 대한 다문화주의 관점을 많이 반영하고 있으며 체 7차 교육과정 시기의 교과서에 비해 다문화 관점이 더 많이 반영되어 나타난다. 둘째, 다문화 교육의 내용에서 정의적인 측면의 내용이 다수 나타나고 있어서 지식 이외 태도측면의 다문화주의 수용을 강조한다. 셋째, 다문화 주의 관점을 보임에도 불구하고 다문화집단의 관점에서가 아니라 다문화 집단을 어떻게 도와야 하는지 등과 같이 다문화 집단을 대상화하는 기술을 주로 보이고 있어서 문제가 된다.

영문 초록

The purpose of this study was to examine the multicultural components of the ‘wise life’ textbooks and third- and fourth-grade social studies textbooks of the revised 2007 national curriculum and the characteristics of their description of multicultural education in an effort to find out the way of dealing with multiculture in the textbooks. It's basically meant to give some suggestions on the description of elementary social studies textbooks on multiculture. A content analysis of the first- and second-grade ‘wise life’ textbooks and third- and fourth-grade social studies textbooks of the revised 2007 curriculum was made to serve the purpose. As a result, it's found that the revised ‘wise life’ textbooks and third- and fourth-grade social studies textbooks were prepared from a multicultural perspective in general. Specifically, the textbooks gave weight to pluralism and diversity to teach students to be aware of and value different races, cultures and lifestyles and take an ideal attitude to cultural diversity. The textbooks provided accurate information in multicultural groups in our country and dealt with social justice in large part. But the textbooks still contained the kinds of statements and photographs that were Korean-race-centered, which was a phenomenon that was found in the seventh textbooks as well. Besides, there were some statements in the textbooks that might result in making students have a misunderstanding of multicultural groups, which indicated that the textbooks didn't absolutely seek after multiculturalism. It's feared that the fact the national curriculum didn't offer exact guidelines on the standard and directions of multicultural education is likely to lead to a lack of consistency in social studies textbooks. The followings are required to improve the statement of elementary social studies textbooks on multiculture: The opinions and positions of a minority should be taken into account when textbooks are developed, and multicultural education should be covered in a coherent manner. And multicultural components should be included in a wide variety of texts, activities and inquiry activities by utilizing non-letter materials and actual cases. In addition, the national curriculum should deal with multicultural education as well. Now that revised textbooks have been published, some of the revised textbooks were analyzed, and it's found that the textbooks were prepared from a multicultural perspective. So more researches should be implemented to find out the characteristics of multicultural education and ways of actualizing multiculturalism. Given the importance of textbooks, intensive research efforts should be made to publish social studies textbooks that are consistently based on multiculturalism irrespective of grade.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론

참고문헌

ABSTRACT

키워드

다문화주의 다문화교육 사회과 교과서 슬기로운 생활 multiculturalism multicultural education social studies textbook