평생교육으로서의 한자·한문 교육 방법론

Abstract

Chinese character and Chinese writing education for adult learners in lifelong education responds to the interest and learning desire of retirees after their 50s regardless of economic conditions and learn to use their leisure time after retirement more meaningfully. Therefore, adult learners who learn this curriculum Chinese character and Chinese writing education as part of pure liberal arts education rather than re-employment or change of occupation education through education. They also feel dissatisfied with the contents of the education they are currently learning, but they do not feel more interested in other contents of education, and they do not move to other curriculums due to situational and environmental factors other than education including accessibility. Therefore, in order to revitalize, continue and spread the performance of Chinese character and Chinese writing education targeting adult learners in the liberal arts area during lifelong education, first of all, it is necessary to establish educational contents, processes and environments that meet their interest and learning needs for Chinese characters and Chinese writing, which are their learning purposes, and cultivate humanistic literacy so that they can spend their leisure time after retirement more meaningfully. In addition, in order to activate and sustain Chinese character and Chinese writing education for adult learners, it is necessary to establish educational contents that meet the purpose and situation of learning and to create educational environment by recognizing their current situation accurately. Therefore, Chinese character and Chinese writing education for adult learners should have a clear different in the contents and direction of education from the Chinese character and Chinese writing education to college to the job area or study.