텍스트 마이닝을 활용한 사회과 교육과정 핵심 키워드 분석: 7차부터 2022 개정까지 고등학교 『사회』과목을 중심으로

초록

This study aims to identify core keywords in the high school Social Studies curriculum and empirically elucidate the evolving relationships and patterns among these terms across successive revisions. Utilizing text mining techniques, keyword frequency analysis and keyword network analysis were conducted. The findings are as follows: First, “diversity” emerged as the most frequent core keyword across the majority of analyzed periods. Distinctive keywords reflecting the unique focus of each period included “democracy” (7th National Curriculum), “social life” (2007 Revision), “issues” (2009 Revision), “presentation” (2015 Revision), and “integration” (2022 Revision), indicating variations according to each curriculum. Second, the “problem-solving” linkage was the most prominent thematic connection across all periods, with distinct sub-communities forming specialized relational structures within each curriculum revision. Third, while the Social Studies curriculum maintains its identity as an inquiry-based subject centered on problem-solving, there is a perceptible shift from traditional knowledge transmission toward emphasizing future-oriented competencies. These results are significant in that they empirically clarify the intrinsic characteristics and direction of Social Studies education, confirm the usefulness of data-driven text mining analysis in studies on the evolution of Social Studies education, and, based on these findings, explore implications for curriculum development and practical applications in educational settings.

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