중고교 한국 근현대사, 무엇을 언제 가르쳐야 하는가?

Academic achievements can be a valid channel in selecting and seeking ways to integrate modern and contemporary Korean history education, which is highly controversial. This paper is about the selection of Content elements and Sequence of Korean Modern and Contemporary History education in middle and high schools by quantitatively approaching academic achievements, not in terms of perspective about the past.
In order to deliver the past to students in a limited time, education should be centered on issues that are more important to understand the past. So, what is the past that scholars consider important? If researchers judge that any event or phenomenon is important in understanding the past, the event must be studied more frequently, by more researchers. So, in the title of 27,000 research papers on modern and contemporary Korean history since 1958, 290 content elements for history education in secondary school were selected based on nouns and proper nouns that have appeared more than 10 times. Since the modern history of Korea is relatively short, one event is often linked to a number of events. So, in this paper, considering repeatability, I tried to make sequence centering on the connection between 290 selected content elements.
Although the results of the analysis may differ from the existing content elements and the method of sequence, I hope that the academic and educational circles will help to discuss ways to select content elements and make sequence for the education of modern and contemporary history in middle and high schools.