한문과 및 국어과 교육과정 변천의 의미와 상호 소통 및 유대의 모색

Abstract

Our language culture has changed from the 'diglossia' of classical Chinese and national language to the monolingual system based on national language. In the Korean Empire period, a new language education centered on national language was pursued, but the search for new language education was frustrated and distorted due to the strength of Japanese imperialism. In the language education after the liberation, the Korean language subject and the 'classical Chinese subject' were the same subject and their characteristics of tool subjects were emphasized. Since then, the classical Chinese subject was separated from the Korean language subject by compulsory implementation of the Hangul exclusive policy. Therefore, the Sino-Korean words education in Korean language subject was weakened, and in the classical Chinese subject, the education about basic Chinese characters in Korean education and Chinese classics was carried out, and the complex reality of Sino-Korean words and the direction of education about them were not examined. Now, people in the Korean language subject and the classical Chinese subject should communicate with each other through the Sino-Korean words education and seek a direction to contribute to the development of the language education. The process of establishing a monolingual system in Korea is not a process in which classical Chinese was replaced with national language, but a process in which classical Chinese and national language are influenced by each other and converted into Korean. Therefore, education on the actual language order should be conducted in terms of the transition from ‘diglossia’ to monolingual system. At the same time, the direction of the language education emphasizing the national cultural characteristics should be sought without denying characteristic of East Asian common language - the classical Chinese. The classical Chinese is basically Korean language and at the same time is not Korean. Therefore, in the secondary school national curriculum, it is necessary to prepare a place as Korean at the same time as not Korean. So the classical Chinese subject should belongs to the Korean language subject as the form of 'Korean (including classical Chinese)', and in high school, belong to the basic area as the form of 'Korean (including Chinese text)'. It is because it maintains its status as a different subject from the Korean subjects at the same time as belonging to the scope of 'Korean language' rather than being organized as a subject of Korean subjects, which is suitable for the real language order in Korean and the direction of education. In order to be organized in this way, it is necessary to reconfirm and share the common points between Korean subject and classical Chinese subject. First of all, we should contribute to the development of Korean language ability by sharing our roles in Sino-Korean words education, and rediscover the past heritage of the diglossia system and contribute to the establishment of new identity of our language culture through the education that confirms the fact that the qualities of the classical Chinese and national language coexist in our language culture.