2009 改定 漢文科 敎育課程 ‘읽기’ 領域의 內容 分析과 向後 課題

Abstract

This article analysed the ‘reading’ part of the Classical Chinese curriculum 2009 revision and examined how to develop the learning factors of the ‘reading’ part. Two alterations were found between the ‘reading’ part in the “Classical Chinese curriculum 2007 revision” and that of “2009 revision.” One alte- ration appeared in learning factors. ‘Reading aloud’ and ‘interpretation’ were the learning factors of the reading part in 2007 revision. In 2009 revision, however, ‘interpretation’ was excluded from the reading part, and shifted to the ‘comprehension’ part. Another alteration occurred in the description of achievement criteria. ‘Reading part’ of the 2007 revision provided substantially identical achievement criteria regardless of grades or school. Learning factors suggested to the first grade of middle school were perpetual throughout the secondary school curriculum. The only distinguishable point lay on the range of 1800 basic characters assigned; 300, 600, 900 characters for Classical Chinese 1, 2, 3 in middle school respectively, and 1800 characters for Classical Chinese I and advanced characters for Classical Chinese II in high school. The 2009 revision subdivided its achievement criteria, allocating six learning factors of reading part in accordance with the level of each grade. Learning factors for middle school include the following: ‘to read aloud words, clauses, and sentences accurately,’ ‘to read with appropriate intervals in order to clarify the meaning of text,’ and ‘to read with pause considering the function of suffixes.’ Classical Chinese I in high school curriculum aims ‘to read in compliance with the tone of the speaker’ and ‘to present punctuation marks considering clauses and sentences’ while Classical Chinese II seeks 'to recite fluently enriching the context.'Actual practices given in the textbook, however, show considerable difference from the description of the curricula. Most frequent case was a failure to make a distinction between reading with pause and reading with interval. It was confirmed that reading with interval and pause may differ significantly in grammatical reading and customary reading. Accordingly, future task will be the settlement of this issue at the reference book or other article.