고등학교 <문학> 교과서 소재 한시 제재의 검토와 제언- 2011 교육과정 <문학> 교과서 11종 소재 한시를 대상으로 -

Abstract

This article examines some aspects of Chinese poetry materials appearing in the high school “Literature” textbook, and suggests the direction and significance of inclusion of the Chinese poetry in the “Literature” textbook in future. Chinese poetry materials are placed in the text to suit the character of the chapter, which helps to reach the class goal as activity materials. However, there are some problems in several ways. First, it is a matter of translation and understanding frame of the work. It is found that there are miswritten words, misinterpretation of materials presented, and the contrary interpretation to the same line of a poem, and that some materials needed additional information, such as a description of the situation in addition to the translation. Second, it is a matter of actual use of materials and aspect of teaching development. It is found that there are exemplary practices of using Chinese poetry materials such as harmony of modern poetry and Chinese poetry in relation to cultivation of creative thinking. However, there are issues to think about whether some materials are suitable for high school students despite their own merits, and whether there is an arbitrary customization for the citation of classic poetry. Lastly, this study analyzed the misinterpretation of the work and the negative effects on the learning activities. This study attempts to make some suggestions in the hope that “Literature” textbook will be written from an advanced perspective in the future. First, Chinese poetry materials require a thorough baseline work before presenting them to textbooks. It is necessary to confirm the original text of Chinese poetry materials as compared with the primary collection. It is necessary to pay attention to the accuracy of the translation, the readability, and check whether it matches the atmosphere of the unit. Second, in relying on the translation of experts in the translation of Chinese poetry materials, it is necessary to clarify the source. Third, it is necessary to consider the participation and consultation of Chinese major scholars in the concept of learning activities based on Chinese poetry materials rather than translation of Chinese poetry materials. When there is not only the translation itself but also the viewpoint of culture and the underlying reason, learning activities will be deeper and clearer. Fourth, it is required to develop a method of using classic Siga, modern poetry, and Chinese poetry together according to one viewpoint and attributes, etc.