This paper explores the historical development of English education in Korea regarding the second and third National Curriculum period. By using the historical research method which analyzes newspaper articles in four major newspapers in Korea, we compared the similarities and differences between these two periods. The research questions are: 1) what are the characteristics of the second National Curriculum? 2) what are the characteristics of the third National Curriculum?, and 3) what is the implication of these previous curricula on the current English education in Korea? It was found that the second National Curriculum Period showed steady development in English education in terms of its emphasis on oral skills instead of the traditional emphasis on reading and grammar skills. However, the lack of coherence among various English textbooks, the lack of English teachers fluent in English, and the exam-oriented social atmosphere were the significant challenges in fully implementing the second National Curriculum. The third National Curriculum Period overlaps with the Yushin Regime propagated by the late President Park Junghee. During this period, a systematic effort to introduce communicative language teaching continued, whereas the exam-orientation persisted which made the English class employ teacher-centered grammar-translation methods. This paper concludes with educational suggestions and future research directions.

한국의 2차 교육과정기는 일제강점기, 미군정, 교과과정 시대를 거쳐 생활중심, 경험중심 교육을 강조한 시기였다. 당시 미술교육자인 박휘락 교수의 생애사적 탐구를 통하여 2차 교육과정기의 사회적인 구조를 파악하고, 미술교육의 특성과 현황에 대하여 고찰하고자 한다. 연구 결과 2차 교육 과정기는 경험중심, 생활중심의 미술교육이 등장하였음을 교육과정, 교과서, 심층 면담을 통하여 알 수 있다. 둘째, 임화 모사 위주의 미술교육에서 벗어나 학생 중심의 창조·표현주의 미술교육이 등장한다. 셋째, 교사들의 자발적인 연수회를 통하여 연구하는 풍토가 조성되었다. 이는 창의성을 강조하는 21세기 창의·인성·융합 미술교육에 새로운 비전을 제시하고 있으며, 이를 바탕으로 새롭게 발전하여야 할 것이다.