중등학교 한문 문법 교육의 실태 및 개선 방향

Abstract

There will be various methods to grasp the actual situation of Classical Chinese education in secondary schools. In this paper, the following two methods were used. First, it is to investigate and analyze the Classical Chinese grammar-related matters raised by teachers in an open group chat room in which many Classical Chinese teachers participate. Second, it is to investigate and analyze the actual condition of the grammar section presented in the 'SAT-related questions'. Based on the research results of this paper, the following improvement directions are suggested. In the middle school curriculum, parts of Classical Chinese grammar such as 'word structure' and 'sentence structure' were deleted. In addition, it is suggested that the detailed classification of useless words is deleted and only the use of useless words is suggested in the middle school curriculum. In the high school curriculum, the 'word structure' part, which is accompanied by analysis of Korean and Classical Chinese vocabulary, is deleted and only the grammatical part of the Classical Chinese sentence is integrated and presented because of the structure of the sentence and the use of nonsense. Suggestions for 'SAT-related questions' are as follows. Items related to the meaning of words should be based on representative meanings or central variants of semantic items, and non-central variants should be avoided. The structure of words in a sentence should be based on ‘words’, not ‘phrases’. In addition, it should be targeted that the Classical Chinese vocabulary in 'Classical Chinese' has the same meaning in the language life Classical Chinese vocabulary. In the case of a question asking for multiple words, it is necessary to avoid presenting a Classical Chinese sentence in <Example>. The word order should be based on the structure of Classical Chinese characters, not the translation, and should provide typical examples. School grammar should be grammar for usage, not grammar for grammar. It is the same in teaching and learning as well as in evaluation. It is necessary to reflect on things that confuse teachers and learners or are difficult to understand, and it is necessary to consider these matters when revising the curriculum in the future