2010년 이후 일본 한문교육의 방향과 한문교육연구의 현황

Abstract

The current status of Japanese Chinese characters and Chinese character culture and school education surrounding it becomes a valuable filter and reference for looking back on our language life and finding a way for our Chinese character education to move forward. In 2010, Japan enacted “New Common-use Chinese characters(kanji) in Japan” for the first time in 29 years and revised its learning guidance guidelines along with large-scale educational reforms, marking a major change in language and character life and Chinese character education. This paper is a follow-up to my 2011 review of the achievements and trends of Chinese character education research in Japan from 1945 to around 2010, and reports the direction of Japanese Chinese character education and the current status of Chinese character education research for about 10 years since 2010. This paper conducted the following research. ① The social, cultural, and educational background of the implementation of “New Common-use Chinese characters(kanji) in Japan”, which was not covered in previous studies or was insufficient to discuss, and the contents of the revised 2017-18 study guidelines centered on Chinese characters were analyzed. ② The direction, purpose, and characteristics of Chinese character education according to the new curriculum were examined, focusing on Chinese character in high school, and the trends, contents, and problems of Chinese character exams recently held in college entrance exams were reviewed. ③ The achievements related to Chinese character education in a representative Chinese character education magazine 新しい漢字漢文教育 were organized by area and subject, and based on them, the current status and characteristics of recent Japanese Chinese character education research and class cases were examined. The Chinese literature world in East Asia is by no means homogeneous. It is necessary to keep this in mind and use it in Chinese character education and its research. The differences between us make it possible to better understand the diversity and characteristics and location of the East Asian Chinese literature world, and the similarities or similarities can be immediately referred to in reflecting on and improving our policies and sites. In the future, I will report to the academic community the current status of Japanese Chinese character education and its research every 10 years, and at the same time, I would like to examine each of the three areas described in this paper in depth.