2022 개정 "고등학교 한국사 1" 교과서 속 강화도 조약 서술 분석 : 국제 질서 변동과 조선의 대응을 중심으로
- 발행기관 서강대학교 교육대학원
- 지도교수 계승범
- 발행년도 2026
- 학위수여년월 2026. 2
- 학위명 석사
- 학과 및 전공 교육대학원 역사교육
- 실제URI http://www.dcollection.net/handler/sogang/000000082799
- UCI I804:11029-000000082799
- 본문언어 한국어
- 저작권 논문은 저작권에 의해 보호받습니다.
초록(요약문)
An Analysis of the Description of Ganghwa Treaty in the 2022 Revised High School Korean History 1 Textbook : Focusing on Changes in the International Order and Joseon's Response Kim, Ye Ryeong Major in History Education Graduate School of Education Sogana University This study analyzes how the Ganghwa Treaty is presented in the nine high school Korean History Ⅰ textbooks published under the 2022 revised curriculum. As the starting point of Korean’s modern history and the moment when Joseon was incorporated into the modern international order, the Ganghwa Treaty is described in the textbooks as both ‘Korean’s first modern treaty’ and an ‘unequal treaty’. Given this dual characterization, it is necessary to examine whether the newly published textbooks faithfully reflect the achievement standards of the curriculum and incorporate recent scholarly findings. The 2022 curriculum requires students to analyze the opening of Joseon in relation to the transformation of the international order and, in particular, to examine the differences between the pre-modern tributary system and the modern treaty system through diplomatic sources. This marks a break from previous curricula by emphasizing the understanding of the Ganghwa Treaty within both global and contemporary historical contexts. The analysis shows that, despite partial improvements, the textbooks still exhibit significant limitations. Although five of the nine textbooks reference the Law of Nations as an attempt to explain the transition to the modern diplomatic order, most limit their treatment to listing the unequal provisions of the treaty. Moreover, eight textbooks continue to interpret the ‘independent state clause’ in Article 1 solely as Japan’s attempt to exclude Qing influence, failing to incorporate the post 2000 scholarly view that highlights the dual meaning arising from the tension between Joseon’s traditional concept of autonomy and the modern legal notion of independence. The agency of the Joseon government, which recent scholarship emphasizes, is also largely absent in textbook narratives. Only one textbook provides supplementary material illustrating instances where Joseon’s demands were reflected in the treaty negotiations. The others continue to depict Joseon as passively accepting Japanese proposals. Inquiry activities similarly reproduce earlier patterns by focusing on identifying unequal provisions or analyzing Japanese intentions, thereby overlooking the fundamental character of the treaty as a diplomatic document negotiated between two states. Overall, despite the 2022 curriculum’s emphasis on analyzing changes in the international order, the textbooks remain anchored in the interpretive framework of the 1970s-1980s, failing to fully realize the curriculum’s goals. This study identifies the gap between curriculum expectations and textbook content and offers a critical assessment of the persistence of outdated narrative structures in current textbook descriptions of the Ganghwa Treaty. Key words Ganghwa Treaty, 2022 Revisied Curriculum, Textbook Analysis, Transformation of the International Order.
more목차
Ⅰ. 서론 1
1) 연구의 필요성과 목적 1
2) 연구의 내용과 방법 5
Ⅱ. 강화도 조약의 연구와 교육 8
1) 강화도 조약의 학계 연구 경향 8
2) 검인정 체제 교육과정 및 교과서 검토 20
Ⅲ. 2022 고등학교 한국사 1 교과서의 강화도 조약 서술
분석 29
1) 교육과정 성취 기준의 구현 : 국제 질서와 외교 문서 29
2) 보충 자료 및 탐구활동에 나타난 조선의 대응 48
Ⅴ. 결론 61
참고문헌 66
국문초록 71
자 료 목 차
