4차 산업혁명 시대의 한문 교원 양성 방향

Abstract

This paper is a study on the direction of fostering teachers in Chinese literature in the Fourth Industrial Revolution era. This paper investigated and analyzed literature related to the Fourth Industrial Revolution era, Chinese character platforms related to Chinese characters, and literature related to teacher's instructional research. Historically, it can be seen that the development of science and technology has greatly changed the human life. In the 1980s, a futurist Alvin Toffler predicted an information revolution called the "The third wave". Although there is a difference in time, the information revolution has been actually realized since 2000. As getting into the 2010s, the future according to the science and technology development had been predicted, and that is the '4th Industrial Revolution'. The Elements of science and technology in the Fourth Industrial Revolution include blockchain, Big Data Statistical Analysis, Artificial Intelligence (AI), Robot Engineering, Quantum Encryption, Internet of Things (IoT), unmanned transportation, 3D printing, and metaverse. These new science and technology will certainly bring great changes to the field of education. In the non-face-to-face classes that we came to experience by the recent COVID-19 pandemic, you can feel the changes gradually in educational methods through the "video" or "zoom" classes according to the development of science and technology. In the future, 'science and technology' will be reflected to education field, so that classrooms, textbooks, teaching materials, and textbooks (student textbooks) will change significantly. It was predicted that teachers should become planners through textbooks and teaching materials. Students will be the subject of accepting and participating following to the planner's Chinese character class plan. The direction of Chinese literature and teacher training in preparation for the Fourth Industrial Revolution is summarized in three ways. First, the ability to use information data from various Chinese characters and Chinese literature platforms. Second, develop the capability of projecting in various classes using various information related to Chinese characters and Chinese Literatures. Third, develop an attitude that can enhance students’ ethical reflection and their value through Chinese characters and Chinese classics. This could also change depending on the situation, but it will be the most predictable direction for fostering Chinese characters and teachers at the moment.