初等學校 漢字 敎科書의 實態를 통해 본 漢字 敎育의 問題點

Abstract

Since curriculum was revised in 2009, social needs of Chinese character education for learners in elementary schools are growing. However, the situation of Chinese character education for learners in elementary schools has not been changed. The purpose of this paper is to examine the general situation of Chinese character text books approved by superintendents of education in each city and province and being currently used, and explore the problems in Chinese character education in elementary schools. In this study, we would like to reveal the general situation and characteristic patterns of Chinese character teaching materials by reviewing 7 kinds of textbooks among 12 kinds of Chinese character textbooks approved by superintendents of education in each city and province after 2010. We discussed study loads, configuration of each chapter, ways to write sentence and type of development of chapters in terms of general situation. We reviewed two aspects such as the creativity and humanity education and the harmony of zone of Chinese character culture in terms of characteristic aspect. These characteristic aspects were not revealed in textbooks, but we assigned ‘creativity and humanity education’ and ‘harmony of zone of Chinese character culture’ as subjects to be discussed with regard to spirits and efficacy of Chinese character education which 2009 revised curriculum sought. In addition, we reviewed the problems in teaching materials and on-sites of Chinese character education in elementary schools as a project to improve the quality of Chinese character education in elementary schools. We decided to find the contents of teaching materials suitable for on-sites of elementary schools through discussion about ways to write the main sentence in teaching materials, configuration of textbooks, ways of teaching Chinese character vocabulary and system to support the teaching and learning of Chinese characters. In this paper, I did not present the ways to improve Chinese character textbooks for learners in elementary schools, because my capacity and efforts are not sufficient. However, when it is thought that textbooks are specific outcomes in which curriculum is implemented, the curriculum at nation-level must exist before textbooks are developed. Thus, we should call for the establishment of curriculum for Chinese character education in elementary schools at nation-level.