‘한문 고전 읽기’ 중 유가 경전·제자서 활용에 대한 이론과 적용 모색

Abstract

This study aims to explore theoretical and practical applications for educational utilization of the Confucian Classics and the works of Schools of Thoughts based on the 2022 revised Classical Chinese curriculum in the process of compiling textbooks and managing classes for “Reading Sino-Korean Classics.” The discussion is divided into three main parts. First, it discusses the scope and characteristics of the Confucian Classics and the works of Schools of Thoughts within the Classical Chinese curriculums and academic history, suggesting possibilities for expanding the range of content in textbooks. Second, it analyzes the current usage of the Confucian Classics and the works of Schools of Thoughts in the 2015 revised curricula-based textbooks, considering various teaching methods and approaches. Third, it investigates theoretical approaches focusing on what distinctive qualities and features the Confucian Classics and the works of Schools of Thoughts possess that differentiate them from other contents and how these can be implemented in educational practices. This involves leveraging accumulated annotations and interpretations to expand thinking, learner-centered “no-definitive-interpretation”(詩無達詁) reading and “out-of-context”(斷章取義) reading, enhancing cultural reflection and imagination through metaphorical and conceptual uses of the Sino-Korean classics, and exploring creative and artistic spaces mediated by the Sino-Korean classics. In the final remarks, the paper additionally suggests considering Buddhist scriptures as potential content for future curricular inclusion based on the analysis of this research. This study presents a problem-posing approach and the potential for theoretical exploration, aiming to continuously improve content expansion and the development of related teaching methods through further research.