初等學校 漢字 敎育의 體系와 內容

Abstract

This paper, on the assumption that a Korean classical Chinese subject is established in an elementary school, visualized the system and contents of Korean classical Chinese education in an elementary school. Especially, in connection with 2007 amended curriculum of Korean classical Chinese education, this paper attempted to compose the system and contents of an elementary school Korean classical Chinese subject. which, in part, is caused by the intention for clarifying the identity of a Korean classical Chinese education from the name of a subject to the system and contents of the curriculum. The content system(draft) of elementary school Korean classical Chinese complied with that of the curriculum of 2007 amended junior․senior high school Korean classical Chinese subject, and the content element was partly revised. In case of Chinese writing sphere(large sphere), in ‘Reading’ and ‘Comprehension’ sphere(middle sphere), Chinese writing texts were divided into three kinds - ‘short sentence’, ‘prose’ and ‘poems’ - and ‘Reading’, ‘Comprehension and Appreciation’ for these respective kinds was selected as a content element, and in ‘Culture’ sphere, ‘Comprehension of and Succession to Traditional Culture’, ‘Mutual Comprehension and Interchange of Chinese Characters Cultural Sphere’ were selected as content elements. In case of Chinese writing knowledge sphere(large sphere), in ‘Chinese Characters’ sphere(middle sphere), ‘Characteristics of Chinese Characters)’, ‘System of Chinese Characters’ were selected as a content, in ‘Vocabulary’ sphere(middle sphere), ‘Formation of Words’, ‘Meaning of Vocabularies’ as a content element, and in ‘Sentence’ sphere(middle sphere), ‘Structure of Sentences’ as a content element. Contents by sphere complied with the proposal method of contents by sphere of the curriculum of 2007 amended junior․senior high school Korean classical Chinese subject, and some of subordinate learning elements were re-adjusted according to content system(draft) of the level by year of elementary school Korean classical Chinese. Following two methods can be proposed for establishing Korean classical Chinese subject in an elementary school. The first method is to establish the subject as a regular one. The second is to establish it as a universal learning subject for creative discretional activities. For a desirable Korean classical Chinese education, it would be necessary for Korean classical Chinese subject to be established as a regular one, whatever type it may be, in an elementary school In addition to it, following methods can be proposed for reinforcing a Korean classical Chinese education in an elementary school: a method in which a Chinese characters education is given in Korean subject; an a method in which all curricula include a Chinese characters education by adding Chinese characters to major learning terms of each textbook.