2007년 개정 漢文科 교육과정과 교과서 적용 방안

Abstract

On February 28, 2007, the revised Chinese Classics Education Curri -culum was announced, and on April 1, 2008, the guide book for middle school Chinese Classics Education Curriculum was published. The revised Chinese Classics Education Curriculum marked a noteworthy change in terms of content structure and content by area as well as characteristics and goals, differentiating itself from the previous Curri -culum. That is, the revised Curriculum seeks to change Chinese Classics Education from focusing on simple memorization of Chinese characters and teaching some characters for Korean language vocabularies to developing into an independent subject to improve learners' ability to read, criticize and appreciate texts in Chinese characters. This change is significant in that it re-established identity and status of Chinese Classics Education as a school subject. To improve the problems of focusing on teaching Chinese characters and Chinese-Korean, the former three-step areas of Chinese characters, Chinese-Korean and Chinese Classics were converted into the two big areas of 'Chinese Classics' and 'Knowledge of Chinese Classics.' It can be interpreted as a change into Chinese Classics Education as an inde -pendent subject to maintain its idiosyncrasy by switching to content- based learning through sentences from Chinese Classics. The dualized areas of Chinese Classics and Knowledge of Chinese Classics can be identified with a categorization effort: "Chinese Classics' as the category of reading, understanding and culture, and 'Knowledge of Chinese Classics' as that of Chinese characters, vocabularies and sentences. After all, this categorization reflects the disciplinary and linguistics characteristics of Chinese Classics Education. The main theme of the academic conference was 'Revised 2007 Chinese Classic Education Curriculum and Its Application to Textbooks.' The specialists who had participated in the revision project of Chinese Classics Education Curriculum were invited to present their articles on the main theme to give in-depth presentations and offer suggestions on the detailed content of the revision work while a lot of scholars in the actual practice of teaching Chinese Classics were engaged in intensive academic discussions. The conference was meaningful in that it put forward with the directions for the right path to teachers in practice of Chiness Classics Education in school and suggested desirable directions in school textbook writing as a particular interpretation of the Curri -culum, serving as the arena for discourses to seek for applications to textbooks.