漢文文體 ‘箴’의 敎材化의 實際

Abstract

This study is aiming at describing the characters of JAM, deriving the educational value of it, selecting the suitable writing for it, and then making it a textbook. This study points at the fact that study over JAM is taking an instrumental role and the importance of it on composing textbook is ignored. This study is defining the various characteristics and educational value and then making JAM a textbook. For that, this study defined the characteristics and the educational value, made the standard of selecting the material for JAM and then organized units with the selected pieces of JAM. JAM has various characteristics. First, JAM is the writing for warning. Secondly, JAM is making use of stories from the Confucian ideology. Third, JAM clearly expresses the content of warning through the title in itself. JAM is a genre that can solve many problems involving value and the loss of humanity and it also affects the growth of personality in a positive way. In light of internalization, JAM has the educational value in that it can help the learner can view the content and value of the work critically. When it comes to the standard of selecting the material, the works which take on the JAM’s characteristics in the process of general Chinese problem solving are selected. There are 5 standards in choosing the suitable writing for making textbook with JAM. The volume of materials, the degree to which the writing make use of authentic precedent, the meaning of warning, clarity, familarity are those of them. When the material has much volume, there would be more grammatical points involved and thereby there would be much information for learner to understand. The authentic precedent is never understood just with the meaning of words but it needs for learners to know historical background knowledge and that’s why it becomes harder as it has more precedents. JAM is a style that has the clear marginal meaning so the meaning of warning is shown in most of the works. That’s why the learner can approach the work in an easy way. The familarity is related to learner’s image, feeling and situation so it can make the learner focus more on the work. With the standards above, ‘GanEonJam’ by 이현일 was taken and made in the form of textbook. The units are organized, based on teaching-learning process centered system, which boosts the interest for learning Chinese characters and makes learners study by themselves. The subordinate units are divided into two periods and the teaching-learning step consists of introduction, development and foundation. Based on this, I organized JAM unit. In introduction, the guide for unit can help the learner activate the background knowledge and induce learning motive and interest. Reading activities during the 1st period of development, and the learning the content of warning during the 2nd period of development are summarized in the form of textbook. The 1st stage of foundation is about assessment so it consists of many questions suitable for the learning aims. The second stage provides the graphic organizer for learning content which helps the learner find the gist of warning from the reading activities. Lastly, subject based learning is about critical writing, which provide learners with the chance to reflect themselves in the view of others. This is the scene that gives off the educational value of JAM. There are plenty of materials for studying Chinese characters but when it comes to thinking about who can modify the materials and provide the educational material for learners, those who study Chinese characters education and Chinese writing, and Chinese characters teachers take quite an important role. The study over composing textbook with various Chinese characters material is meaningful. So I hope the variety of materials could be modified in the form of more educational and useful ways.