한문과 교육과정 내용 체계의 변화와 한문과 교육의 변화의 상관성 검토 -교과 내용 상의 변화가 학교 수업에 미친 영향을 중심으로-

Abstract

The 2007 revision of Sino-Korean subject curriculum was a radically innovative attempt which essentially changed the contents of the 7th curriculum. Now it is necessary to verify the practice pattern of the 2009 revision of Sino-Korean subject curriculum, which is being implemented now after the revision process. The goal of Sino-Korean subject education consists of the two large axes of 'ability' and 'attitude.' The content system is the structuralization and categorization of the Sino-Korean subject content to realize the two axes. The ‘content’ of the 5th curriculum was ‘Chinese characters, Chinese character words and Sino-Korean.' The content of the 6th curriculum used the term of ‘content system’, which was a more elaborated version of the 5th curriculum content. The content system of the 7th curriculum was a more detailed version of the 6th curriculum content system. The content system of the 7th curriculum reformed the previous framework by having the content of Sino-Korean subject education as ‘Sino-Korean and Sino-Korean knowledge.’ The result of comparison and examination on the major area, intermediate area and the content in the content system of each time is as following. First, while the content system of the 7th curriculum is same with the learning process of ‘Chinese characters, Chinese character words and Sino-Korean’, the 2007 revision and 2009 revision curriculums can be understood as having the structure which enables a desirable attitude by way of language reading process. Second, while the issue of ‘Chinese character words’ has continuously been the concept on the same level with Chinese characters and Sino-Korean from the aspect of language life utilization until the 7th curriculum, ‘sentence’ became the center of the curriculum from the 2007 revision curriculum, ‘Chinese character words’ became relatively weaker and the classes in schools focused on sentences from junior high school. However, the status has been partially recovered in the 2009 revision curriculum by the emerging of Chinese character words when the ‘language life and Chinese character culture’ was set up as an intermediate area. This is a square facing of an undeniable and realistic issue that the Chinese character words are mainly used in the national language and the language life of people; while this is also an important part which the students, parents, teachers and society expect to the Sino-Korean subject education. Next, the issue that the term ‘reading’ is being used in different meaning from the meaning being used in national language has been pointed out. There is an issue that the sentence-translating ability of a student is a prerequisite to the ‘reading aloud’ and ‘reading with punctuating.' The system is that the process of ‘understanding’ consists of ‘interpretation’, ‘understanding’ and ‘appreciation’; however, the widely-accepted theory is that such cognitive process does not occur in sequence but occur simultaneously. Furthermore, the circumstance urgently requires the interest and effort of the specialists on the establishment of school grammar at the classes in schools.