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현대한자서사교육회고(現代漢字書寫敎育回顧) -과정표준지변천(科程標準之變천)-
뢰화강 ( Hua Qiang Lai ) 전북대학교 인문학연구소 2011 건지인문학 Vol.6 No.-
The analysis of the varied approaches to teach Chinese characters in relation to different curriculum standards reveals that modem Chinese penmanship education apparently went through two phases from the establishment of Chinese as a subject 108 years ago to the present. Before 1948, the characteristics of penmanship teaching included ample time commitment, a focused approach, detailed teaching objectives, the use of classical copybooks, an emphasis on writing drills and a step-by-step teaching method, all of which effectively developed pupils` penmanship skills. This is a phase of traditional penmanship education. The year 1948 marks the beginning of the phase of contemporary penmanship education. In this phrase, the characteristics of penmanship teaching included inadequate time commitment, a casual teaching approach, vague and general teaching objectives and a teaching process that failed to correspond with the fundamental requirements for Chinese character writing, all of which was not helpful for developing penmanship skills. The differences between the traditional and the contemporary approach apparently account for the success and failure in modem Chinese penmanship education. The penmanship teaching experience before 1948 should be considered to inform future reformation in Chinese penmanship education.
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