漢文科 敎育課程의 領域에 대한 問題 檢討 = A study on the problems of category in Chinese writing course

국문 초록 (Abstract)

이 논문은 다른 언어 교과(국어ㆍ영어)들과 걸맞은, 한문교과의 영역 구분과 내용체계를 만들어 보기 위하여 작성하게 되었다.
이 논문의 구성은 다음과 같은 내용으로 되었다. Ⅰ장에서는 한문교과의 영역체계의 문제점과 연구 동기, Ⅱ장에서는 교육과정과 교육과정의 의미와 영역, Ⅲ장에서는 한문과 교육과정 영역과 다른 교과 교육과정 영역(국어, 영어)에 대한 비교, Ⅳ장에서는 바람직한 한문과 교육과정의 영역과 그 내용, Ⅴ장에서는 위에서 논의되고 바람직한 방향으로 구안되었던 내용들을 정리하여 결론으로 삼았다.
이 논문에서는 바람직한 한문과 교육과정의 시안을 두 가지 만들어 보았다.
<1안> : 국어과 '교육과정의 영역', '내용체계 및 내용'을 원용하여, 한문과의 '내용'을 '내용체계'와 '학년별 내용'으로 나누었다. '내용체계'의 대영역은 다시 '읽기' '한문지식' '문학(역사학ㆍ철학)'으로 나누었다. '읽기'는 다시 중영역으로 '읽기의 본질' '읽기의 원리' '읽기의 태도' '읽기의 실제' 등으로 나누었고, '한문지식'은 다시 중영역으로 '한문의 본질' '한문의 이해와 탐구' '한문에 대한 태도' 등으로 나누었으며, '문학(역사학ㆍ철학)'은 다시 중영역으로 '문학의 본질' '문학의 수용' '문학에 대한 태도' '문학 수용의 실제'등으로 나누었다. 각 학년별 내용 즉, 중1ㆍ2ㆍ3학년과 고등학교 1학년의 내용도 그 내용요소들을 구성하여 보았다. 또한, 한문교육용 기초한자 1,800자도 학년별로 융통성 있게 교수ㆍ학습할 수 있도록, 중학교 1학년은 210∼300자, 2학년은 420∼600자, 3학년은 630∼900자, 고등학교는 630∼900자로 배분하여 익히도록 하였다.
<2안> : 한문과의 내용 및 내용체계를 묶어서 대영역을, '읽기(기능)'와 '한문고전'으로 나누었다. '읽기'영역은 다시 중영역으로 '한자ㆍ한자어'와 '한문'영역으로 구분하였으며, 또 다시 '한자ㆍ한자어'와 '한문'영역을 소영역으로 나누었다. 즉, '한자ㆍ한자어'영역은 소영역으로 '한자ㆍ한자어의 본질' '한자ㆍ한자어의 원리' '한자ㆍ한자어의 태도' '한자ㆍ한자어의 실제' 등으로 나누었으며, '한문영역'은 소영역으로 '한문의 본질' '한문의 원리' '한문의 태도' '한문의 실제'등으로 나누었다.
'한문고전'영역은 중영역으로 다시 '문학문' '역사문' '철학문' 등으로 나누었으며, 또 다시 '문학문' '역사문' '철학문'을 소영역으로 나누었다. 즉, '문학문'은 소영역으로 '문학문의 본질' '문학문의 원리' '문학문의 태도' '문학문의 실제' 등으로 나누었으며, '역사문'은 소영역으로 '역사문의 본질' '역사문의 원리' '역사문의 태도' '역사문의 실제'등으로 나누었고, '철학문'은 소영역으로 '철학문의 본질' '철학문의 원리' '철학문의 태도' '철학문의 실제'등으로 나누었다. 2안에서는 각 학년별 내용은 생략하였다.

다국어 초록 (Multilingual Abstract)

Under current 7^th national currimulum, Chinese writing course has changed in contents without alteration in category comparing to the 5^th. There was problems continually in Chinese writing course caused by different structure in division of category when it contrasted with other courses such as Korean, English language. Therefore this paper aimed to make division of category and system of contents of Chinese writing course's own like the other language courses.
The contents of this paper is as followed.
Chapter Ⅰ described motive of this research and problems on Chinese writing course's categorical system. Chapter Ⅱ examined the significance of curriculum and its category. Chapter Ⅲ compared categories of Chinese writing course with other courses' - KoreanㆍEnglish language. Following Chapter Ⅳ proposed more desirable contents and categories in Chinese writing course. Finally, Chapter Ⅴ concluded the research with the matters suggested above.
Having comparable categories with other courses there are some complements and matters which are limited in Chinese writing course. First, in present Chinese writing course, large category is 'Chinese charactersㆍwords of Chinese charactersㆍChinese writing'. It is a classification by level at teaching & learning, so it needs to be replaced.
Second, 'readings' 'knowledge of Korean language' 'literature' from categories of Korean language course is adoptable in Chinese writing course with complements and supplements.
Third, rank of 'Chinese charactersㆍwords of Chinese charactersㆍChinese writing' should not be concerned as absolute classification. It also needs to get flexibility of admitting rank of 'Chinese charactersㆍwords of Chinese characters' and 'Chinese writing' or 'Chinese characters' and 'Chinese writing'.
Fourth, for efficient teaching & learning, educational basic 1800 Chinese characters needs to be changed to flexible numeral range like English.
In this paper, 2 tentative plans were suggested for more desirable curriculum of Chinese writing course added complements concerned above.
<Plan 1>
Adopting 'category of curriculum', 'contents and contents system' from Korean language course, 'contents' of Chinese writing course was divided into 'system of contents' and 'contents by grade'. As large category 'system of contents' was classified into 'reading' 'knowledge of Chinese writing literature(historical study, philosophy)' and others. And then these mid categories also composed of small ones. 'readings' consisted of 'essence of reading' 'principle of reading' 'attitude of reading' 'practice of reading' and others. 'knowledge of Chinese writing' consisted of 'essence of Chinese writing' 'understanding and study of Chinese writing' 'attitude for Chinese writing' and others. 'literature(historical study, philosophy)' consisted of 'essence of literature' 'acceptance of literature' 'attitude for literature' 'practice of acceptance of literature' and others.
Contents by grade were composed of parts of contents i.e. 1st, 3rd grade in middle school and 1st in high school. Also, for flexible teaching & learning, educational basic 1800 Chinese characters were divided by grade that is, 200∼300 characters for 1st, 450∼600 for 2nd, 700∼900 for 3rd grade in middle school and 650∼900 for high school students.
<Plan 2>
Contents and system of contents in Chinese writing course divided into 'reading(skill)' and 'classic Chinese writing' as the large category.
'readings' was classified into 'Chinese charactersㆍwords of Chinese characters' and 'Chinese writing'. There were subordinate categories also. 'Chinese charactersㆍwords of Chinese characters' category composed of 'essence of Chinese charactersㆍwords of Chinese characters' 'principle of Chinese charactersㆍwords of Chinese characters' 'attitude of Chinese charactersㆍwords of Chinese characters' 'practices of Chinese charactersㆍwords of Chinese characters' and so on. The other mid category, 'Chinese writing' composed of 'essence of Chinese writing' 'principle of Chinese writing' 'attitude of Chinese writing' 'practice of Chinese writing' and others as small categories.
One of the large categories, 'classic Chinese writing' classified to the mid category as 'literature of Chinese writing' 'historical study of Chinese writing' 'philosophy of Chinese writing'. And these categories divided to the small ones again. That is, 'literature of Chinese writing' consisted of 'essence of literature of Chinese writing' 'principle of literature of Chinese writing' 'attitude of literature of Chinese writing' 'practices of literature of Chinese writing' and others. 'historical study of Chinese writing' consisted of 'essence of historical study of Chinese writing' 'principle of historical study of Chinese writing' 'attitude of historical study of Chinese writing' 'practice of historical study of Chinese writing' and others as small categories. 'philosophy of Chinese writing' consisted of 'essence of historical study of Chinese writing' 'principle of historical study of Chinese writing' 'attitude of historical study of Chinese writing' 'practice of historical study of Chinese writing' and others. In this plans, contents by each grade were omitted.

목차 (Table of Contents)

• Ⅰ. 序論
• Ⅱ. 敎育課程 및 敎育課程 意味와 領域
• Ⅲ. 漢文科와 다른 敎科 敎育課程 領域과의 比較
• 1. 漢文科 敎育課程의 領城
• 2. 다른 敎科 敎育課程의 領域
• (1) 國語科 敎育課程의 領城
• (2) 英語科 敎育課程의 領域
• 3. 漠文科와 다른 敎科 敎育課程 領域과의 比較
• Ⅳ. 바람직한 漢文科 敎育課程의 領城과 그 內容
• 1. 바람직한 漢文科의 敎育課程 領城
• 2. 漢字·漢宇譜·漢文의 位階性
• 3. 漢文 敎育用 基礎漢字 1800字 間題
• 4. 바람직한 漢文科 敎育課程 領域案
• (1) 1안
• (2) 2안
• Ⅴ. 結論 및 提言