대학 교양수업에서의 ‘문화’를 매개로 하는 한자어 교육 - ‘낯섦’과 ‘다름’을 대하다

Abstract

This article is a research result that focuses on case how to teach ‘Chinese characters’ in ‘University Liberal Arts Courses’ in Korea. Since it was written based on my personal case, it is not a standardized model that can be generalized, but I think it is encouraging in that it has increased the efficiency of classes for instructors and achieved somewhat meaningful results in terms of satisfaction and achievement for learners. First of all, this paper began with the recognition that the educational environment of universities around the world is rapidly changing with the advent of AI and COVID-19. While online education is activated, the boundary between ‘culture’ and ‘major’ has begun to break down in universities. In particular, famous universities in the United States are uniformly using "Liberal Arts College" to focus on acquiring basic education rather than strengthening their research capabilities for college students. Accordingly, based on the data recently surveyed by the National Assembly of Korea, I seriously acknowledged that the basic education of teenagers and intellectuals in Korea is quite low. Basic education means that the transfer of knowledge by professors and the process of accepting it by students are not smooth. In fact, the lack of basic education due to lack of language, text, and vocabulary was transferred to other subjects, and academic achievement (satisfaction) was also lowered in a series. Therefore, as a first step toward cultivating basic education, it was assumed that ‘Chinese (language) education’ could play a certain role in ‘university liberal arts courses,’ and the direction of an effective and efficient ‘cultural Chinese language course’ was explored. However, it was intended to analyze the pros and cons and trial and error through the lecture data obtained from the existing university <Cultural Chinese Language Course>, and to develop a new model of the <Cultural Chinese Language Course>. What was conceived at this time was the education of ‘cultural Chinese characters’ through ‘culture.’ Since ‘culture’ is the most easily accessible and understandable medium in our daily lives, it does not stray away from learners' interest or interest. In particular, our ‘Chinese character culture’ is typical of ‘traditional culture’ and ‘record culture’, and it is based on terms and concepts comparable to ‘nominal culture’ or ‘Western culture’. In addition, as Chinese character classes as university liberal arts courses have approached various categories of ‘culture’, somewhat different learning topics are bound to emerge, so the actual field classes were developed and conducted in the form of ‘Omnibus’. In this way, as a result of teaching ‘Cultural Chinese Language’ at the university with ‘culture’ as an icon, a survey on the lecture reviews and satisfaction received from learners was attached in detail. In terms of content, most of the learners were able to acquire practical knowledge through Chinese characters, felt their identity as members of the Chinese character culture, and above all, they were able to become more familiar with Chinese characters through Chinese characters.