일본의 집요한 독도 영유권 주장에 대한 가장 효과적인 대응방안은 독도에 관한 지속적인 학문 연구와 학교 교육의 강화이다. 하지만 아직 우리는 가장 기본적인 단계인 ‘독도 교육에 관한 연구’조차 미흡하다. 그래서 필자는 우리나라 고등학교 지리 교과서를 대상으로 독도 관련 내용의 기술 실태를 분석하였다. 먼저 우리나라 교육과정을 분석한 결과, 세계지리에는 관련 내용이 전혀 없으며, 한국지리에는 2007 개정 교육과정과 ‘2010년에 고시된 2009 개정 교육과정’에 독도 관련 내용이 명시되어 있었다. 교육과정의 개정에 따라 7차 교육과정에 비해 2009 개정 교육과정에 의해 집필된 교과서의 독도 관련 기술 내용은 현저하게 증가하였다. ‘독도’ 지명이 명기된 소축척 지도는 이전에 비해 교과서당 평균 40% 정도 증가하였다. 지도 이외의 관련성이 낮은 자료는 대부분 Ⅰ대단원에 제시되었고, ‘우리나라의 위치 및 영역’과 관련하여 기술되어 있었는데, 교과서당 평균 2배 이상 증가하였다. 관련성이 높은 자료는 이전에 비해 독도 관련 기술 분량이 5배 이상 증가하였으며, 대부분 Ⅰ대단원의 4중단원에 제시되었다. 이처럼 이전에 비해 독도 관련 기술 내용이 급증한 것은 전적으로 교육과정의 개정 덕분이다. 하지만 이와 더불어 내용 오류나 부적절한 표현도 크게 증가하였다.

Dokdo, which is the territory of South Korea, is being obstinately claimed by Japan as its own. The most effective countermeasure against elaborate and continuous provocation of Japan is not to react immediately and impulsively, but to strengthen continuous research and our schools education of Dokdo. However, we have yet an insufficiency in one of most basic steps: “research concerning Dokdo education”. Regarding this matter, I have analyzed the realty of how Dokdo was being taught to high school students in the geography textbooks. In result of analysis of korean national curriculum, content regarding Dokdo was not stated in world geography, but stated in Korean geography of 2007 revised national curriculum and 2009 revised national curriculum(‘the latter’). Contents related to Dokdo in high school geography textbooks written by the latter, were remarkably increased than those written by 7th national curriculum(‘the former’ because of national curriculum revision. In result of analysis of contents related to Dokdo in high school Korean geography textbooks, small scale maps written the name of ‘Dokdo’ of the latter were about 40% more increased on an average than Korean geography textbooks written by the former, and fragmentary contents except these maps were over 2 times more increased on an average than the former and the most of these contents were described in the small unit: ‘Korean location and territory’. Long and synthetic contents were over 5 times more increased than the former. The rapid increase of contents related to Dokdo is owing to the revision of the national curriculum.

Dokdo, which is the territory of South Korea, is being obstinately claimed by Japan as its own. The most effective countermeasure against elaborate and continuous provocation of Japan is not to react immediately and impulsively, but to strengthen continuous research and our schools education of Dokdo. However, we have yet an insufficiency in one of most basic steps: “research concerning Dokdo education”. Regarding this matter, I have analyzed the realty of how Dokdo was being taught to high school students in the geography textbooks. In result of analysis of korean national curriculum, content regarding Dokdo was not stated in world geography, but stated in Korean geography of 2007 revised national curriculum and 2009 revised national curriculum(‘the latter’). Contents related to Dokdo in high school geography textbooks written by the latter, were remarkably increased than those written by 7th national curriculum(‘the former’ because of national curriculum revision. In result of analysis of contents related to Dokdo in high school Korean geography textbooks, small scale maps written the name of ‘Dokdo’ of the latter were about 40% more increased on an average than Korean geography textbooks written by the former, and fragmentary contents except these maps were over 2 times more increased on an average than the former and the most of these contents were described in the small unit: ‘Korean location and territory’. Long and synthetic contents were over 5 times more increased than the former. The rapid increase of contents related to Dokdo is owing to the revision of the national curriculum.

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Dokdo, High School, Korean Geography, Textbook, Content Analysislty