한문 교과서 번역의 방향성에 대한 고찰

Abstract

This article is about the direction of the translation of Classical Chinese textbooks. The direction is to consider the effectiveness and effectiveness of achieving the goals of the secondary Chinese language curriculum. This is a reflection on how to translate Classical Chinese textbooks when targeting middle and high school students rather than general readers and researchers. This paper focused on the study of ‘Chagyegihwan(借鷄騎還)’, ‘Mandeok(萬德)’, ‘HunminjeongeumHaeryebon(訓民正音解例本)’, ‘『Damheonbook(湛軒書)』 work’. These texts appear a lot in middle and high school Classical Chinese textbooks. As a research method, it was approached in terms of syntactic and vocabulary. For the former, discussions related to the identity of sentence boundaries and restoration of omitted elements were discussed. For the latter, it was suggested to actively use the Classical Chinese vocabulary of Classical Chinese characters and to select a vocabulary using the source language. The translation of Classical Chinese textbooks should be understood as dynamic manipulation to achieve goals with Classical Chinese through interrelationships with the text, not simply changing the original language to the target language to grasp the content of the text. In other words, the translated text must have a certain position and role at the same time as the original text, and must be structured so that it can be used as a teaching and learning material.