中學校 漢文科에서의 읽기 敎育

Abstract

The recent trend of reading education is changing from result centered reading education to process centered one. In this situation, the area of reading in the revised Classical Chinese curriculum requires that the teachers and students be able to understand the contents fully and apply them. Reading is perusing a text and understanding its contents. In Classical Chinese, reading should not be limited to the vocalization of characters and comprehension based on sentence structure, interpretation of words and phrases and finding of vocabulary, but should be expanded to the concept of book reading and to the understanding of meanings. Until now, a number of theses on reading in the Classical Chinese curriculum have been published, and they raised the importance of reading in meaningful units, reading with pauses according to expletive, Chinese character reading through games, reading using literary works, understanding the meanings of words, extensive reading, silent reading, speed reading, etc. In the future, reading education in the Classical Chinese curriculum should not be limited to research but should be practiced. In the Classical Chinese curriculum in middle school, reading education should aim that students who are beginners in Classical Chinese may develop desirable personality and values through pronouncing Chinese characters correctly, reading the meanings of words that base reading comprehension, and understanding Classical Chinese texts accurately. Because reading without purpose is meaningless, the reasons or purposes of reading should be clarified in order to motivate students sufficiently. Today when character education is rising as a social issue, the behavior of reading Classical Chinese may provide learners with another opportunity to culture their character. Reading techniques or strategies may depend on each learner, but the teacher needs to explain reading techniques and strategies in order to give students confidence in fluent reading. Simple imitative or repetitive reading may deteriorate the pleasure of reading and result in adverse effects. Reading can be taught in various ways, and can also be assessed in as various ways as teaching. Depending on reading method, assessment can be made immediately, and the performance of personal assignments can also be assessed. Reading is an extensive teaching learning method ranging from the vocalization of characters to the comprehension and appreciation of sentences. If it is utilized adequately, both the teachers and learners will experience pleasant Classical Chinese classes.