2022 개정 한문과 교육과정에 따른한문교육과 기본이수과목 운영 방향 고찰 -‘한시선독’에 관하여-

Abstract

The biggest characteristic of the field of Sino-Korean poetry in the 2022 Chinese Characters Curriculum is that parts related to Sino-Korean poetry are excluded from the common middle school curriculum. Therefore, future operation of Chinese character education and the basic subject ‘Readings in Selected Sino-Korean Poetry’ must consider the foregoing points thereby focusing on ensuring that prospective Chinese character teachers are equipped with the capability to communicate smoothly with students in the field of secondary education and convey the charm and educational meaning of Sino-Korean poetry in an interesting way. In this regard, this paper presented the need for the following three operational directions. First, teaching and learning about the educational meaning and value of Sino-Korean Poetry is necessary. Why should Sino-Korean Poetry be taught to secondary school students? This is because the stronger the awareness of what the educational value and meaning of Sino-Korean Poetry is, the more motivated teachers in the field of education are to teach and the more actively they voluntarily seek teaching methods. Second, it is necessary to consider the following points when selecting poetry works to read in class. ① Works that enable today's students to feel vitality, comfort, hope, and positivity in life ② Works that can provide an opportunity to reflect on and control their own thoughts and emotions ③ Works that enable students to think about the harmony of family, friends, human relationships, and community ④ Landscape poetry and nature poetry containing themes such as respect for life, ecological thought, and nature-friendliness ⑤ Works that enable students to look back on various problems in modern society ⑥ Works included in middle school Chinese character textbooks or works related thereto ⑦ Works included in textbooks for middle school Korean language subject and other subjects, or works related thereto. Third, the following two matters should be considered in the process of exploring teaching and learning methods. First, a class plan that will enable students to enjoy the aesthetics of Sino-Korean poetry should be prepared. In addition, prospective teachers should feel the poet's experience as if it were their own and actively empathize with it. Based on the foregoing, they should project the poet's experience into their own lives and internalize it. The teaching and learning methods as such will enhance the Sino-Korean poetry teaching capabilities of prospective teachers and their capability to communicate with students.