고등학교 일본어 교과서의 한자 사용 실태 ― 교사용 지도서와의 비교를 중심으로 ―

Abstract

As a basic survey for effective instruction of kanji in high school Japanese textbooks for the revised curriculum of 2015, this paper is a summary of the survey of the actual state of kanji in high school Japanese textbooks and the kanji presentation in teacher's guidebooks. The results are as follows: First, the kanji words that appear in the five types of textbooks are all different depending on the publisher, and they suggest kanji writing practice and kanji reading practice. Second, when looking at the new kanji in each textbook, the ratio of kanji that are read and written is high, there are more kanji that are read compared to written kanji, and more are presented in volume 2 than in volume 1. There are more kanji that are read compared to volume 1 because the themes of the reading expressions are more diverse, such as introductions to cities and hot springs, sumo, environmental protection, Japanese culture, and old tales. Third, although the methods of presenting kanji in each guidebook are different, there is a common point that each proposes a kanji reading and kanji writing method. Similar to the contents of textbooks, this presents methods for distinguishing between Korean and Japanese kanji and writing them as required, practice of changing kanji into hiragana and hiragana into kanji, and methods for reading Japanese kanji by their eum (on, sound) and by their hun (kun, meaning). Based on this research, we hope that further research will be conducted on teaching methods for kanji education in the future.