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역사와 담론 , 2009년, pp.1 - 32  
본 등재정보는 저널의 등재정보를 참고하여 보여주는 베타서비스로 정확한 논문의 등재여부는 등재기관에 확인하시기 바랍니다.

제3차~제7차 교육과정 고등학교 『국사』 교과서의 고대 국가 발달단계론에 대한 서술 검토
Investigating development stage theory of Korean ancient states in high school textbooks from the 3rd to the 7th educational process

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  • 초록

    If compared the Theory of the Development Stage of Ancient state from the 3rd to the 7th textbooks, only the term of each stage was changed and basically the logical structure is same because the development stage and period of each country is very similar to each other.The 3rd textbook was narrated from the viewpoint of the theory of Tribal state, argued Ancient State was developed according to priority of 'Tribal State, Tribe Allied-bodies, Ancient State'. The 4th was narrated according to the theory of the development stage of 'State, Ancient Kingdom' because the theory of Tribal state was criticized and the theory of Walled-town State and the theory of Chiefdom Society was asserted. The 5th was narrated Ancient State was formed through the stages of 'Chiefdom State, Confederated Kingdom, Centralized State'. It was mixed the theory of Walled-town State and the theory of Chiefdom Society. Chiefdom State Confederated Kingdom were corresponded to Tribal State and Tribe Allied-bodies each other. The 6th was similar to the 5th, but was only narrated a term of State or Small State instead of Chiefdom State. Currently it was narrated Ancient State was formed through the stages of 'State, Confederated Kingdom, Ancient state' in the 7th high school Korean History textbook current. It was narrated Ko-Joson was the first state, and several countries like Buyeo, Goguryeo, Okjeo, Dongye, Samhan were developed into the stage of Confederated Kingdom, and just Goguryeo, Baekje, Silla became Ancient state. But it have to narrated the first State is Ancient state, and Ancient Period was began after formed the first State. On the one hand, it have to narrated the former period of Ancient Period is not the prehistoric age but the primitive age.


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