아동 중국어 교재 속 사회성 발달 요인 분석

Abstract

This paper examines whether Chinese education for children can promote social development through the analysis of current Chinese textbooks for children. To this end, the social development of children was examined, and the illustrations and texts in the textbook were analyzed from two perspectives, divided into gender role development and pro-social development. First of all, as a result of examining the influence of gender role development focusing on the appearance, behavioral style, occupation, and role of men and women, both textbooks contain factors that can foster positivity, but also contain a significant number of inhibitory factors that induce gender role stereotypes. have. Subsequently, as a result of examining whether or not the effect on the development of prosocial behavior was found, textbook A contained factors that induce empathy and altruistic behavior, but also included inhibitory factors that induce competitive spirit and selfish behavior. And in textbook B, it was difficult to find illustrations or texts about the development of prosocial behavior. The purpose of children's Chinese education is to develop children, and according to the Nuri curriculum and the elementary school curriculum, it is necessary to realize an integrated education of Chinese and personality. Therefore, it is necessary to include teaching/learning content useful for social development in children's Chinese education or textbooks and to exclude hindrances as much as possible. It is hoped that this point will be reflected when compiling Chinese textbooks for children in the future.