한문과 핵심역량 설정의 배경과 의미

Abstract

The purpose of this study is to examine the background and purpose of introducing into basic level of the key competencies in future Chinese character education. The key competencies were examined the meaning of the curriculum competencies in the Classical Chinese class curriculum The concept of ‘competencies’ began in the early 1970s and it is based on the tradition of liberal education of the contents. This concepts were revised in the direction of strengthening the competencies needed in the social life by placing the competencies at the center of the school education. In Korea, research results on key competencies appeared in revised curriculum. Also, the key competencies were closely linked to the other elements that make up the curriculum, such as the ‘pursuing human image’ and ‘school-level educational goals’. Additionally, 2015 revised the Classical Chinese class curriculum presented five kinds of curricular capabilities: ‘communication ability’, ‘information processing ability’, ‘creative thinking ability’, ‘personality competencies’, and ‘aesthetic sensitivity’. that is, the new Classical Chinese class curriculum was not adding, rather than make a syllabus of competencies. The subject competencies presented in the Classical Chinese class curriculum of key competencies in the general theory and reflect the nature of the classical Chinese class.