2009 改定 漢文科 敎育課程의 내용 분석과 향후 과제-‘이해 영역의 내용 분석과 향후 과제’를 포함하여-

Abstract

The new curriculum made by amending 2007 Curriculum of Korean Classical Chinese Education was publicly notified as 『Ministry of Education, Science and Technology Notice No. 2011-361 [Supplement 17] Curriculum of Korean Classical Chinese Education』 on Aug. 9, 2011. Though it was notified on Aug., 2011, the name of new curriculum is called as 2009 amended Curriculum of Korean Classical Chinese Education, because the general introduction was notified in 2009. This writing looked into contents of 2009 amended Curriculum of Korean Classical Chinese Education and, at the same time, analyzed concrete contents of achievement basis of each learning contents of 'Reading comprehension' sphere and 'Understanding' of 2009 amended Curriculum that make proposals in the order of Middle school 'Classical Chinese', High school Classical Chinese I', and 'Classical Chinese II' by systematizing contents through comparison of them with 2007 Curriculum especially with the guide book. The sphere of 2009 amended Curriculum was divided into 'Reading comprehension', 'Culture', and 'Classical Chinese Knowledge. ‘Understanding’ was set as one of two middle sphere of 2009 amended Curriculum 'Reading comprehension' sphere with ‘Reading’. 2009 amended Curriculum selected 'To explain', 'To understand', 'To have appreciation' as a contents element of 'Understanding'. This was resulted from exclusion of text elements such as classical Chinese short sentence, classical Chinese prose, etc. from contents elements of 2007 Curriculum 'Classical Chinese' sphere 'Reading', 'Understanding', and transcription of 'Explanation' element among 'Reading' contents element 'Reading and Explanation' into 'Understanding' element. In the meanwhile, learning contents achievement basis proposed by 2009 amended Curriculum again summarized & revised and proposed partial learning contents('contents by sphere') and those of 'Understanding' of 2007 Curriculum 'Classical Chinese' sphere 'Reading' centering around learning elements, that is, such a basis proposed contents for learning contents achievement basis by systematizing the contents so that the hierarchical features may be cleary revealed by school class and subject. By the way, with regard to the 'Learning elements' said to have again summarized & revised learning contents of 2007 Curriculum centering around learning elements, it would be exact expression to say that the elements were proposed not from 'contents by sphere' but from 'the guide book. In fact, in contents by sphere of 2007 Curriculum, Middle school 'Classical Chinese', 'High school 'Classical Chinese I', "Classical Chinese II' were almost the same. Because a guide book was separately prepared by contents by sphere, the learning contents revealing hierarchical and interrelated features by school class and subject could be proposed. However, 2009 amended Curriculum was prepared without considering compilation of a guide book from the beginning. Owing to this very reason, the learning contents achievement basis take the form of 'Achievement basis + Explanation' by reflecting contents of the previous curriculum guide book into Curriculum. But, this explanation, literally, is only a simply explanation and can not be as in detail as a guide book. It is expected that results of this academic meet can play a certain role as a curriculum guide book meeting demand of educational sites.