사회 교과서 속의 몽골 관련 서술

Descriptions of Mongolia in Social Studies textbooks: with reference to middle and high school Social Studies and World History textbooks

Historically, Korea and Mongolia have had a close relationship. However, current textbooks introduce past history of Mongolia, but no description is given to the contemporary Mongolia. Accordingly, students have almost no knowledge about the contemporary Mongolia. Thus, this study aims to analyze textbooks of Social studies, World history and Geography to figure out problems of description of Mongolia, and to suggest any possible direction of textbook writing on Mongolia to develop more prospective relation between the two countries. A questionnaire survey was carried out to 200 students in order to understand basic knowledge on Mongolia. And, geography and world history part of the middle school Social Studies textbooks, and the high school world history and geography were selected for analysis. Mongolia is not a historic substance in history textbook. It is the only country that survives among the Northern nations we have encountered in the course of history. Nonetheless, most middle and high school textbooks treat Mongolia a country only left in history. So are social studies textbooks. In geography part of textbooks, there are some section to compare Mongolia s natural environment, population and culture with other cultures area. But, it is nothing but fragmentary knowledge such as the place of origin of yellow dust and ‘traditional costume using leather and tent life . As a result, students come to aware Mongolia as a fountainhead country of yellow dust, and uncivilized country still living in the Ger . Students have almost no knowledge of location of Mongolia and of the relation between Korea and Mongolia. As with many other textbooks, our textbooks do not provide subjective description to northern nations including Mongolia. Historical facts with Mongolia are also heavily reduced or ignored. Historical phenomenon should not exist separating from the contemporary international circumstances. Accordingly, if we show interests in various surrounding countries, we may not only understand the reality of our country, but also find out further direction to seek. Considering the fact that textbooks are important means for students to acquire essential knowledge of surrounding countries, the textbooks should pay more attention to the selection of terminology, and should be made in a deep consideration of expansive relation for future.