한문교과 학습 요소로서의 ‘倒置’에 대한 연구

Abstract

In this paper, the necessity of inversion as a learning of Classical Chinese subjects was examined. The concept and definition of inversion were considered through analysis of the Classical Chinese national curriculum. In addition, an analysis was attempted on the inverted sample sentences that were assumed as learning elements for all current high school textbooks. As a result, we found the following. First, lack of accuracy in the description of phenomena, second, confusion of concepts of parts of speech and sentence components, third, lack of explanation of the cause of the occurrence of inversion, fourth, lack of implementation of the curriculum, fifth example sentences with unclear sources, and sixth excessive simplification of grammar explanations. In addition, the inverted explanations previously published in the academic world made up for the lack of content and system. In particular, the mistranslation that appears due to the inability to clearly recognize the inversion was also mentioned.