지속 가능 한문교육을 위한 ‘한시’ 제재 탐색 -새로운 시대, 미래 교육과정에서의 중학교 한시 학습의 회복 모색-

Abstract

This study explored the ‘Learning of Poems in Chinese Classics’ Topic for sustainable Chinese literature education with the aim of seeking the recovery of temporary learning in middle school in a new era and future curriculum. ‘Poems in Chinese Classics’ has been deleted from the learning element of the middle school curriculum in the 2022 revised curriculum. It pointed out the problems of Poems in Chinese Classics as an isolated and disconnected learning element, and emphasized the recovery of Chinese Classics Poems in middle school Chinese in the future curriculum. As a requirement for sustainable Chinese character education, it emphasized Chinese poetry learning with three characteristics: familiarity with learners, positive emotional effects, and reflection of cross- curricular learning topics. First, it was proposed to resolve learners’ unfamiliarity with Chinese poetry and their preconceived notions about the difficulty of Chinese poetry by including Chinese poetry works by authors that appear in middle school Korean language textbooks as a means for learners to show familiarity. Second, the selection of Chinese poetry, which is educational and can cause positive emotional effects, was emphasized. As revealed in specific research studies, the fact that bright and cheerful emotions help middle school students develop positive psychology and emotions should be reflected. It was proposed to select topics with relatively positive and neutral content that can appear depending on the human life cycle. Respect for different species of life and etc. were suggested as topics of Chinese poetry that can reflect cross-curricular learning topics.