2015 改定 敎育課程 내에서의初等學校 漢字敎育 方案 摸索

Abstract

There is institutional standard that Chinese character education can be made through ‘subject’ class or ‘creative experience activity’ time in 2017 at a time when 2015 revised curriculum is applied. However, the problem is that there is no content related to ‘Chinese education; at the national level curriculum except for description above. For the contents suggested in the introduction of curriculum to be taught and learnt, ‘organization and time allocation standard’ must be set together with curriculum per subject. But, there is no content related to ‘Chinese character education’ in the organization and time allocation of 2015 revised curriculum. This study examined a systematic condition for Chinese character education in the elementary school within the defined curriculum of 2015 revised curriculum. As a result, it is found to be possible to provide Chinese character education by revising the introduction of curriculum or curriculum of the Korean language subject, by using Chinese character used textbook as an organization operation guideline of curriculum and by distributing teaching and learning materials. And, to perform Chinese character education in the school field faithfully, it is necessary to prepare Chinese character education in the teacher development course so that teachers in schools may equip ability for teaching Chinese character. People misunderstand that Chinese character education may be vitalized if the policy of the ministry of education is determined to keep Chinese character in parallel with Korean, but the conditions in and out of school to exercise normal Chinese character education are very poor. The greatest problems are lack of educational method and lack of teaching conditions due to lack of national level education curriculum. Besides, it is required to prepare Chinese character education by schools and teachers and problems of Chinese character parallel entry method and there are also many more issues to solve. There are much more issues that are not discussed here which include content system and composition of national level Chinese character education for elementary school, selection of basic Chinese characters and basic vocabularies for elementary school, development of teaching and learning method for Chinese character education for elementary school, development of standardized Chinese character textbook for elementary school and evaluation issues of Chinese character education for elementary school. As the activation of Chinese character education for elementary school is an important issue, it is important to develop environment of education and to accumulate research to solve such problems one by one.