이 논문은 제7차 교육과정에 의한 초등학교 사회과 교과서 역사영역의 서술상에 보이는 문제점을 비판적으로 검토하고 대안을 찾아보려 한 것이다. 얻어진 결론은 다음과 같다.첫째, 현재의 역사영역의 서술에는 압축적인 진술과 비약적인 내용 전개가 이루어져 이해하기 어렵다는 비판을 받고 있다. 이 문제를 해결하기 위해서는 내용 선정의 재검토를 통한 학습 요소의 축소가 요청된다. 이와 더불어 통사 위주로 선사시대에서 현대까지의 주요한 모든 사건을 망라하는 방식의 교과서 서술도 고쳐져야 한다.둘째, 학생들의 수준에 맞지 않는 어려운 역사용어가 남용되고 있는 문제가 있다. 초등학교 수준에 맞지 않는 어려운 한자어나 과도하게 많은 개념적 용어, 사실적 용어, 해석 평가적 용어, 역사적 인물의 나열은 고쳐져야 한다. 셋째, 학습 보조 자료라는 이름으로 출판된 사회과 탐구가 오히려 학습량을 늘리는 역효과를 가져오는 문제점이 있다. 사회과 탐구는 본래 목적에 맞게 사회 교과서를 보조하는 자료로서 내용의 수준을 초등학교 수준에 맞게, 내러티브적으로 서술되어야 하며, 이해를 도울 수 있는 사진과 그림을 적극적으로 활용할 필요가 있다.

A Critical Examination on the Narrative of the History Area of Social Studies Textbook in the Period of the Seventh National Curriculum This study intends to critically analyze major problems relating to the description of history area of social studies textbook in elementary school in the seventh national curricula and seek possible alternatives. Main observations can be summed up as follows. First, the current description of history area is criticized for hard understanding because of its summarizing statements and logical jumps in contents. To solve this problem, it is requested that learning units be reduced through the reexamination of selection of contents. At the same time, the description of the textbook that contains almost all major historical incidents from the prehistoric age to the present should be amended. Second, difficult historical terms far above the level of elementary school students are excessively abused. Therefore, the use and selection of difficult Chinese characters, conceptional terms, realistic terms, and interpretative terms, and the excessive citing of historical figures should be corrected. Third, the inquiry textbook of social studies that functions as the auxiliary material rather increases the quantity of learning. Therefore, it should serve its original purpose of the auxiliary material. To do this, it should be described narratively suiting for the level of elementary school students and utilize actively photographs and pictures that help afford a better understanding of historical facts.

A Critical Examination on the Narrative of the History Area of Social Studies Textbook in the Period of the Seventh National Curriculum This study intends to critically analyze major problems relating to the description of history area of social studies textbook in elementary school in the seventh national curricula and seek possible alternatives. Main observations can be summed up as follows. First, the current description of history area is criticized for hard understanding because of its summarizing statements and logical jumps in contents. To solve this problem, it is requested that learning units be reduced through the reexamination of selection of contents. At the same time, the description of the textbook that contains almost all major historical incidents from the prehistoric age to the present should be amended. Second, difficult historical terms far above the level of elementary school students are excessively abused. Therefore, the use and selection of difficult Chinese characters, conceptional terms, realistic terms, and interpretative terms, and the excessive citing of historical figures should be corrected. Third, the inquiry textbook of social studies that functions as the auxiliary material rather increases the quantity of learning. Therefore, it should serve its original purpose of the auxiliary material. To do this, it should be described narratively suiting for the level of elementary school students and utilize actively photographs and pictures that help afford a better understanding of historical facts.

social studies textbook, the description of history area, summarizing statements and logical jumps, difficult historical terms