한문교육학의 성격에 대한 몇 가지 쟁점 = Several points at Issue in Characteristics of Classical Chinese Education

다국어 초록 (Multilingual Abstract)

This study aims to describe and discuss major features and its identity of Chinese education in terms of definition and features of Chinese education, view towards curriculum education, Chinese education and Chinese literature, Chinese and education as curriculum education. The summaries of this study are as follows: In case Chinese education is defined as learning to seek for Chinese education, it focuses on academic universality and subject specialty. Rather than considering Chinese education as the one combining Chinese literature and Chinese education arithmetically, this study tries to understand the overall point-of-view. Chinese literature and Chinese education share ``Chinese`` as language material with each other. However, Chinese education targets the issue: whom to be educated, how to teach, what to teach. That is, it deals with ``Chinese language`` and human(teachers and learners), teaching-learning theory, teaching materials, educational environment in a systematical and unified manner. Importantly, Chinese education accommodates Chinese literature, but it pursues for teachers and learners as well as Chinese teaching curriculum. Finally, it is necessary to define linguistic features of Chinese language as a common transcription character and as a written language, focus on functions of general curriculum education as teaching tools, and take over and develop traditional Chinese cultures through Chinese reading. In addition, broadly, in order to strengthen the position of Chinese education as a core element of paving the way for mutual understanding and exchange of Chinese cultural area, clear logic and basis should be studied and presented for defining academic identity of Chinese education. Moreover, characteristics and identity of Chinese education should be based on the clear logic and basis.