漢文科 敎育에서의 텍스트의 水準과 範圍

Abstract

The level and range problem of in Korean Classical Chinese education would be the one whose importance has been thought of, more or less, by every researcher of Korean Classical Chinese education. Above all things, this will be the very problem over which the authors of textbooks most mulled from the early stage in writing to the final stage. However, there has been few full-scale discussions about the level and range of texts in Korean Classical Chinese education up to now. With respect to the problem of the level and range of texts in Korean Classical Chinese education, it needs to be studied largely from two fields. One is a field of curriculum from the theoretical aspect and another is a field of textbook edition from the practical aspect. The problem of the level and range of texts in the curriculum is the one that must be dealt with in detail from each dimension of scope, content elements, learning elements. How to draw an scope from the goal of Korean Classical Chinese education? How composes education content elements by each scope? What kind of things exist in the subordinate content elements composing educational content elements, that is, in learning elements, and how can systematize them by school, class, grade and level?The problem of the level and range of texts in textbook edition field is the one that must be dealt with in detail from each dimension of Chinese characters, Chinese character words, Chinese writing short sentences, Chinese prose and Chinese poetry. So to speak, how materialize the scope and content & learning elements proposed by the curriculum into textbook materials composed of Chinese characters, Chinese character words, Chinese writing short sentences, Chinese prose and Chinese poetry? In this course, is it really possible to provide the level and range of Chinese characters, Chinese character words, Chinese writing short sentences, Chinese prose and Chinese poetry as a concrete list? If possible, how to prepare it?There is no easy problem in all cases. Nor there can exist complete alternative. Anyway I hope this academic meeting would be the basis for resulting in constructive fruits in relation to the level and range of texts in Korean Classical Chinese education.