교육용 한자 학습 방법의 비판적 검토

Abstract

This study focused on how the problem should be improved, seeing as the reason why the freshmen at Korean universities are increasingly failing is because of the current method of learning Chinese characters at middle and high schools. To do this, it was necessary to emphasize, among other things, why students should learn Chinese characters, not just because they are already playing a big role as part of the Korean language, but because as university students, it is difficult to live a proper major study if they do not know the basic Chinese. In addition, the current method of learning Chinese characters is followed by simply dividing 1,800 teaching Chinese characters into 900 for middle school and 900 for high school. Under the circumstances, the existing 60,000 Chinese characters did not appear suddenly overnight, but were rarely reflected in the process, even though the number of letters has increased one after another based on the initial "Pictographs(상형자)" and "Indicatives(지사자)." Therefore, even now, 900 Chinese characters for middle schools and 900 Chinese characters for high schools must be reorganized again after an objective process. To do this, we looked at the best way for students to learn the first of 1,800 Chinese characters, first in the lower middle school level, and then in the middle level, the "Indeographs(회의자)" and "Phonetic compounds(형성자)" combined with Pictographs and Indicatives, and in the third year, to learn 229 Chinese characters, excluding them, six, seven, and eight. Therefore, it is believed that allowing students to learn Chinese characters in the order of each resource will ensure that learning Chinese characters is not a dry process.