한문 문법 교육의 회고와 전망

Abstract

This study purposed to review dissertations on grammar and grammar education published after the 2011 Conference of the Korean Association of Classical Chinese Education, to define categories of grammar to be covered at school, and to suggest the directions of grammar education. Dissertations on classical Chinese grammar published since 2011 are largely divided into those about classical Chinese grammar education and those about school grammar. A common opinion of these studies is that school grammar must be easy. From this point of view, this study categorized the contents of grammar education into a few areas. What is most important in the education of ‘Chinese characters’ is that students should learn that each Chinese character has multiple meanings. It is important for the students to know the representative meaning of each Chinese character, but in addition to the representative meanings, frequently used meanings should also be taught so that students may recognize the fact that a character is utilized in multiple senses. In the education of ‘vocabulary,’ what is more, it is believed desirable for students to know that parts of speech in classical Chinese can be varied depending on where they are used in a sentence and to learn the structure of words within a sentence. In the education of ‘sentence,’ moreover, students may learn the basic structure of sentence using four‐character idioms and then expand learning to short sentences, and this will be easier than learning sentences of complex structure from the beginning. The goal of grammar education is to lay the base for analyzing and understanding sentences correctly. Considering the current situation that grammar education cannot be emphasized due to the difficulty of grammar to students, it is suggested to approach classical Chinese not grammatically but mainly through interpretation.