역사교과서 그림삽화의 유형과 평가기준-현행 중학교 세계사 교과서를 중심으로-

초록

This study aims to analyze pictorial illustrations in world history textbooks. We expect that this analysis would pave a way to make a guideline for textbook publishers and illustrators to produce better textbooks. To do so, we began to identify a pictorial illustration as a modern creation made by a professional illustrator according to the planning of textbook developers. Pictorial illustrations are known to serve best to instructional purpose by making stiff historical knowledge more accessible and facilitating students' understanding and recollection. The total number of 71 pictorial illustrations were examined in this study. We were able to classify pictorial illustrations in terms of objectives, historical knowledge and expression modes. Each criterion has several sub-criteria for pictorial illustrations. The classification result shows that inquiry-based illustrations are more frequent than any other objectives. In terms of historical knowledge, the largest number of pictorial illustrations deals with situations. In the case of the expression modes, caricatures and cartoons appear most frequently in the textbooks, which indicates that the comic expression mode is prevailing and intriguing. To examine the quality of pictorial illustration in textbooks, we need to put into consideration its visual representation as well its supple -mentary features to student learning. Thus, the evaluation criteria are set in three dimensions; learning materials, illustrations and pictures. 'Pictorial illustrations as learning materials' should have a definite educational function, spark the interest of learners and improve their ts visual representation. 'Pictorial illustrations as illustrations' should contain text balloons and visual expressions in an appealing manner, and the components of those illustrations should closely be linked to one another. 'Pictorial illustrations as pictures' should al illusappropriate emphatic and contrastive effects, and their characters should have a distinctive identity and be lifelike in terms of facial expression and gesture. Throughout the lens of learning materials, the pictorial illustrations turn out not to give full consideration to learners. In terms of illustrations, there are few appropriate links between text balloons and visual expressions in many of the pictorial illustrations. In terms of pictures, there were little efforts in seeking after something exciting and novel in the illustrations. Rather, the composition and form of the pictorial illustrations were mostly indistinctive, and their colors and expression modes are not appealing, which resulted in making some illustrations boring and misleading. Based on the findings of this study, we are able to make several suggestions for improving textbook pictorial illustrations. First of all, all kinds of pictorial illustrations need to help students to put what they learned in order. Second, intensive efforts should be made to visualize various sorts of historical knowledge. Third, the development of colloquial texts, attractive characters and intriguing narrative is required. Fourth, the close relationship between texts and illustrations should be guaranteed. Fifth, professional illustrators and textbook producers should make concerted efforts to develop educational and aesthetic pictorial illustrations based on their knowledge of subject-matter and visual design.

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