중⋅고교 한문교과서에서의 ‘經書’ 교육에 관한 발전적 제언

Abstract

After the acceptance of ‘classical Chinese(漢文)’ as a distinguishing subject in 1972, the curriculum was formed and based on it the textbooks, which guarantee the teaching contents, were produced several times. However despite the quantitative increase, it is still necessary to think more about the qualitative development of the so-called ‘material for writing’ - the texts written by Chinese characters in textbooks. Especially the contents of ‘classical Chinese’ textbooks, going after several revisions of curriculum, have repeatedly transfigured in some aspects, but the whole contents in reality almost remain the same. About the part of ‘Confucian classics’, it can be seen that there is only the quantitative expansion, while the classical texts almost imitate the pre-existing ones as the standard and remain unchanged. This point must be thought about carefully. However the part the most necessary to be considered is the fact that the purpose, the contents and the evaluation etc. of the ‘Confucian classics education’ are not yet concretely clarified. Sometimes there are discussions on this field, but the contents seem to be much sketchy. The purpose this paper aims at is that, in order to solve all the problems of the ‘Confucian classics education’, we must try to generally arrange and examine parts of Confucian classics which are included in textbooks currently published, and from that find the questions and the goals of this education. About the question of the first step in practising ‘classical Chinese’, it is commonly thought of “The Analects” and “Mencius”. If the Confucian classics is considered the first step in practising ‘Classical Chinese’, then in order that the classical Chinese subject would not be evaded, and to fulfil the responsibility and the identity of this subject, we must find a new way for the Confucian classics to appear in textbooks, and their educational direction.