Analyzing 『Jeju Learning』 Approved Books from the Perspective of Jeju Understanding (Jeju Identity) Education: Focusing on <The founding myth of Tamna>

In this study, based on the perspective of Jeju understanding (Jeju identity) education, the theme of <The founding myth of Tamna> of the approved book 『Jeju Learning 4 (for 4th grade)』 was analyzed. After that, the direction of development of approved books related to Jeju understanding (Jeju identity) education to be developed in the future was presented. The results of the study are as follows. First of all, Jeju understanding (Jeju identity) education has the following characteristics. First, it aims to ‘stablish Jeju identity’ and ‘cultivate multiple citizenship’ (multiple identity). Second, the ‘Jeju spirit’ should be taught, but it should be taught through ‘comparison with other regions and the world’. Third, it is recommended to use ‘student-centered inquiry teaching and learning methods and techniques’. Next, <The founding myth of Tamla> contains the Jeju spirit of the amalgamative characteristics, the secular characteristics, the equality and the rationality. As a result of analyzing the approved book of 『Jeju Learning 4』, some elements related to Jeju identity and multiple citizenship(multiple identities) were included, but it was somewhat insufficient to approach the essential goal of Jeju understanding (Jeju identity) education. In addition, although the contents were composed by reflecting student-centered activities, it was found that more emphasis was needed on inquiry learning and problem-solving learning in a problem-raising method. Finally, the approved books related to Jeju understanding (Jeju identity) education, which will be continuously developed in the future, should more clearly reveal “Jeju identity” and “multiple citizenship (multiple identities)”, student-centered inquiry learning and problem-solving learning based on problem-raising methods should be reflected in the textbook composition.