한문 교과서 단원 구성의 원리와 방안

Abstract

In this thesis, I have suggested the formation of classical Chinese textbook for middle school students after I critically examined the formation and the system of middle school students’ classical Chinese textbook under the former curriculum. I tried to suggest several principles for the composing classical Chinese textbook’s units and make the system of chapters and formation of parts based on the suggested principles. After I critically examined the formation and the system of middle school students’ classical Chinese textbook under the former curriculum, I found that the chapters’ formation which is composed of classical Chinese characters, classical Chinese words and classical Chinese sen -tences, is according to the curriculum’s classification. And the mec- hanism of chapters’ formation shows the mingled aspects of theme, material, genre, field and goal. Therefore the principle of individual parts’ development and steps has generally followed the segmental and individual method of formation. Therefore I can propose that the problem of the parts’ system is the standardization of formation’s factors. In each unit, the formation’s factors have repeated the meaning and usage of classical Chinese characters, the composition and explanation of classical Chinese words, the practical use of classical Chinese characters and words, the structure and form of sentences and the evaluation. Before getting down to the discussion about the parts’ composition, I suggested the detailed curriculum, guidance of the teaching and learning process, self-leading learning activity and combined fields as the general principles of textbooks’ units composing system and formation. And I explained it by reflecting the course’s characteristics of classical Chinese. Based on it, I actualized the method of formation that centers on the organization of main subject oriented and integrated units, and the system of teaching and learning process oriented parts. The organization of main subject oriented and integrated units makes use of various materials and genres, and accepts the goal related the subject and material’s characteristics. That is for the realization which centers on the oriental classic culture’s value, ideology and theme. Finally I emphasized that this method has merit that theme, genres and objects are integrated inter-systematically. Therefore I suggest the teaching and learning process oriented unit system which considered the teacher and learner’s teaching and learning process and steps. That is one of the methods to overcome the organization elements’ standardization that was the problem of former classical Chinese textbook for middle school students’ system.