일반계 고등학교 한문교육의 실태와 대학 교육의 소통방안

Abstract

A lot of people take Test of Sino-Korean Proficiency Level to a certain certificate of Sino-Korean Vocabulary these days. So many parents, who have secondary schoolers, send their children to Private Academies for extra study. Of course they are spending plenty of money for it. However, it's hard to say that people recognize the importance of teaching Sino-Korean Vocabulary at Schools. There are an increasing number of general high schools which are not offering Sino-Korean courses for students majoring in science or arts. Even for students majoring in literature and social studies, some schools don't open Sino-Korean Classics as an elective subject. Now, the time has come to think of roles of the Sino-Korean Education Department. Its roles are not only giving teacher training programs and making Sino-Korean teachers, but also studying the intrinsic contents and extrinsic forms of Sino-Korean Education and making alternative plans for Sino-Korean Education of Korea. The alternatives need to deal with whole education circumstances from the Korean National Education Policy to teaching Sino-Korean as a subject in secondary schools and to the 7th Curriculum of Korea. For secondary school teachers, being a teacher as a Sino-Korean teaching specialist is worthier than being a Sino-Korean scholar. So Universities of Education require special courses so that students can develop their Sino-Korean teaching skills. Of course, the courses for developing qualities of Sino-Korean scholars should be offered as well. But the problem is that there is little concern of those courses from university curriculum developers. Universities only offer courses to teach Sino-Korean contents itself, not its teaching skills. A survey, whose subjects were the secondary Sino-Korean teachers, shows that they obtained much about how to study Sino-Korean but they didn't learn much about how to teach it. So, it was suggested that Sino-Korean Departments of Universities should enhance their courses for developing teaching skills. This means that the problem of general high schools' Sino-Korean education lies not in the contents itself but in the ways to teach it. Furthermore, most of the teachers replied “yes” to the questionary; “Do we need to change Sino-Korean Vocabulary subject as an optional curriculum to the subject as a general curriculum?” Of course, a high percentage of teachers were very interested in developing various teaching-learning methods and models. Perhaps, from now on Sino-Korean Education Departments(in Universities of Education) should provide chances for students to study various teaching-learning methods and prepare them be ready for teaching Sino-Korean Vocabulary, a subject as a basic curriculum. In addition, it's important for the students of Sino-Korean Education Departments to communicate with secondary school teachers.