한자교육의 현안과 과제－성격･목표･이론의 검토를 겸해－

Abstract

This study takes an overall look at these issues in connection with features and goals of Chinese character education that are currently bringing about social controversies as they are no longer regarded as some problem at school only. During the overall investigation, the study discusses plans as well as theoretical backgrounds in order to realize both systematic and efficient Chinese character education. Before the modern times, no one ever doubted about the significance of Chinese character but, after the liberation, it was put into such a harsh situation. The flood of nationalism, which had aimed to nurture the ‘people’ to be loyal and patriotic through some limited-level language education, drove Chinese character into being considered not only as a vestige of Japanese imperialism but also as an outdated, insignificant relic. That was literally applied to a language policy and caused controversies over the necessity and benefits of Chinese character education. The policy eventually ended up encouraging learners to acquire Chinese characters through private education. As a matter fact, while some regard Chinese character education at elementary school as part of language education, others consider the education as an entry level of Chinese classics education, and it led the study to understand that there has been every different way to cope with these circumstances that are actually not related to the subject itself. Meanwhile, the study learned that there are basically four great changes in the field of Chinese character education from the third curriculum to the ‘2009 revised curriculum, and the changes have been summarized as follows. First of all, there might be a few differences in how they would present what is to be learned and yet, what is to be learned itself would be quite similar all the time. Second, at some point in time, writing education was once emphasized, but recently, because of the changes in the language policy and the language environment, the weight has been reduced. Third, in the past, Chinese character education focused more on the acquisition of functional knowledge but now, it is more likely to underline these affective categories such as growing right personality, forming reasonable values and others. Fourth, what is to be learned has been clarified and materialized, and that has brought about complex‧multi-level relations with objectives of the subject. There are multiple problems that we should deal with in relation to the theories on Chinese character education. To begin with, it is definitely necessary to establish the clearest understanding on the educational correlation between Chinese characters and Chinese classics. Add to that, profound discussions over features as liberal humanities education and other features as instrumental language education are demanded. Other than what has been mentioned so far, the study also suggests that we go over, once again, if, in terms of this list of Chinese characters for Chinese character education, we should never exceed these 1,800 basic Chinese characters or if it is still considered reasonable for us to keep going with our current methods to teach how shapes of Chinese characters have been created as well as what radicals of certain Chinese characters are.