‘2015 개정 한문과 교육과정’ 중 ‘한자 어휘와 언어생활’의 내용 요소와 성취기준 분석

Abstract

This study intended to be helpful for the understanding of the curriculum and its successfully application to the school field by analyzing content factors and achievement standard of 'Chinese character vocabulary and language life' among 'Chinese character utilization' area of '2015 amended curriculum of Korean Classical Chinese Education', which is to be applied since 2018. 'Chinese character vocabulary and language life' was newly prepared as 'the ability of utilizing language life' was established as a separate goal of '2015 amended curriculum of Korean Classical Chinese Education’. That was to respond to social demand and apply to school field by separating 'language life', which had been treated as a subordinate area of 'reading' or 'culture' in the previous curriculum. Content factor is composed of 'daily life words' 'terms of study' and 'idiom'. 'Terms of study' is the content factor that had not been treated in the previous curriculum, however 'idiom' was changed to 'Chinese vocabulary and language life' considering that it is frequently utilized in lexical form nevertheless it had belonged to 'knowledge of Classical Chinese' in 2009 curriculum. ‘Vocabulary’ indicates 'a group of words utilized within a regular scope', however it sometimes indicates individual words. 'Phrase' has indicated the idiom from old times that means a specific meaning by being widely used idiomatically, also, the phrase made of Chinese characters that come from old stories is called ‘Gosaseong-eo(Idiom originated in an ancient event)’. It belongs to phrases within the system of Classical Chinese, however belongs to vocabulary in respect that it functions as a word within Korean language system. Classical Chinese vocabulary is desirable to learn mainly with vocabulary that implies conceptual and abstract as well as profound ideology or culture, which corresponds to the character of the subject. There are lots of Classical Chinese vocabulary that are originated from special event, character, story, or Classical Chinese record in history. Such Classical Chinese vocabulary can be understood when the origin thereof should be comprehended along with the phonics and meaning of Chinese characters. Learning of vocabulary, this way, could be helpful to raise the level of language life. It is desirable to select Classical Chinese vocabulary for curriculum which is helpful to comprehend the meaning based on literatim explanation mainly with whether it could be usefully utilized for subject learning. However, it is also necessary to consider the frequency, coinage ability, and semantic transparency.