고등학교 『한국사』 교과서에 나타난 ‘韓中連帶’ 서술의 비교 분석

초록

This study examines how the history of Sino-Korean solidarity is described in high school Korean History textbooks based on the 2015 revised national curriculum and explores how such content is understood and taught in actual classrooms. Focusing on textbooks published by MiraeN, Visang Education, and Dong-A Publishing—three publishers with high adoption rates—this study analyzes their structures, narrative volume, conceptual frameworks, and linguistic choices related to Sino-Korean solidarity. The analysis reveals that while MiraeN actively conceptualizes Sino-Korean solidarity as a central narrative of the independence movement, Visang Education and Dong-A Publishing tend to present it in a more descriptive manner, emphasizing cooperation and support rather than conceptual significance. Furthermore, a survey of history teachers indicates a gap between textbook narratives and classroom instruction, particularly in conveying the historical meaning of solidarity. This study contributes to discussions on history education by highlighting the need to reconsider how Sino-Korean solidarity is framed and taught in secondary educati keywords : Sino-Korean Solidarity, High School Korean History Textbooks, 2015 Revised Curriculum, Korean Independence Movement, History Education on.

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