미래시대를 대비한 한문교육의 혁신 방안

Abstract

The Industrial Revolution (1st to 4th), which took place every cycle, demanded significant changes and constant responses from our humanity. For example, the ‘machine’ civilization during the first industrial revolution induced a change called ‘urbanization’ by mass-producing new classes of capitalists and workers socially. The invention of ‘electricity’ during the second industrial revolution accelerated the polarization phenomenon by bringing about a ‘corporate’ centered society by combining mass production and mass consumption. In the third industrial revolution, information and communication based on computers and the Internet made all mankind a ‘global network’, and at the same time, the digital and automation system signaled the prelude to a ‘infinite competitive society’. And the current 4th industrial revolution is mass-producing new jobs by introducing big data and artificial intelligence. However, what cannot be overlooked is that the importance of ‘education’ is put forward as an area to cope with changes in the type of ‘occupation’. According to the “Future Employment Report” released at the Davos Forum, it was predicted that the ‘paradigm of education’ would eventually change. The most essential change is that no more ‘knowledge’ or ‘how to convey knowledge’ to learners should be the focus of education. Now, the key to education is that learners need a way to strengthen their ‘competence’. For example, learners are already prepared based on a lot of information and big data, so when a situation and problem arise, how much of their creativity can be used in the right place becomes a gauge of talent training. hen, how should the future of Chinese literature education, which teaches historical and cultural heritage of the past, change? As an alternative to this, this article suggested several possibilities for strengthening the ‘competence’ that can be dealt with in the subjects of “Chinese Literature” and “Language Life and Chinese Character” in the “2022 Chinese Literature Curriculum”. First, how to cultivate creativity, the contents of textbooks worthy of the current trend, third, how to develop convergent thinking through words and translations mixed with foreign words and Chinese characters, and fourth, how learners can use Chinese literature knowledge to solve problems on their own according to changes in circumstances, and fifth, how to strengthen communication through cooperative learning and project-oriented Chinese literature education, etc. were mentioned. Finally, concerns and alternatives about ‘Artificial Intelligence Digital Textbook (AIDT)’ were described, although it has not yet been introduced in Chinese literature subjects.