중학교 한문교과서 내 字源 학습의 실태 고찰

Abstract

This paper analyzes the resource learning situation of 2009 revised middle school classical Chinese textbooks. The purpose of this paper is to analyze the current status and contents of the resource learning presentation of the 2009 revised middle school classical Chinese textbooks, to review the problems, and to propose suggestions for future textbooks. As a result of the analysis, the resource learning presented in the textbook is not intended to reflect the efficiency of resource learning, but merely to contain the content elements of the curriculum, to make the visual effect of the textbook effective, or to put 900 basic Korean characters in the textbook We can find the problem of suggesting the area of ​​'volunteer'. In addition, in the resource pool contents, we could find the volunteers who voluntarily and voluntarily commented on textbooks without a systematic criterion, or reflected the reference books in the textbooks as convenient and individualized explanations. It will be difficult to systematically use the kanji learning. The Chinese class is a subject that exists within the curriculum proposed by the state. Because of in terms of 'public education', the contents that the teacher delivers to the learners should be homogeneous. Therefore, the authors of textbooks should try to make scientific and systematic learning of Chinese characters on the basis of recent research results.