2004년도 추계학술발표대회 : 제7차 교육과정 중학교 한문교과서에 수록된 한자어 문제 연구 = A Study on the Problem of Chinese Characters Found in Middle School Chinese Writing Textbooks Published According to the 7th Curriculum

다국어 초록 (Multilingual Abstract)

This paper aims at presenting a direction for Chinese textbook which will be written according to the 8th Curriculum after examining the problem of Chinese characters found in middle school Chinese writing textbooks published according to the 7th Curriculum, as the succeeding research which follows the method of unifying `the meaning` of elementary 900 Chinese characters in middle school Chinese writing textbooks published according to the 7th Educational Curriculum read by me at academic conference having a theme of Diagnosis and direction of Chinese character and Chinese writing education which was held by the Korean Chinese Character and Chinese Writing Education Society. Though Chinese writing textbooks according to the 7^(th) Curriculum approved by the Ministry of Education showed Chinese words diversely, some textbooks have a difference in the title and classification of `the composition of Chinese words`, that is, grammatical function for the make-up of Chinese words and inappropriate contents not to be compatible with Chinese subject educational aim which is helping language life, learning of other subjects and boosting the sound thinking and desirous human nature. This paper analyzed and divided the problem of Chinese characters found in Chinese writing textbook like a following order, first problem of the composition of Chinese words, then the problems of contents of Chinese words and finally the problem of homophony. The conclusion is like followings. First, the problem of the composition of Chinese words can be can be divided into the subcategories of the problem of title and classification and the problem of special make-up. Concerning the problem of title and classification, text book by Jungang Education among 8 textbooks didn`t give a title and there is no objection to classification such as the relation between `predicate and objective`, the relation between predicate and complement and modification among eight textbooks. The relation between subjective and predicate, however, has no difference among seven textbooks but a textbook by Chungsaek Publishing Co consider it not at the viewpoint of `make-up of Chinese words but at that of `structure of sentence. Concerning the parallel relation, there is no difference about similarity relation but `opposition relation` and `equality relation` show difference in the classification such as division and binding. Then, the problem of make-up of special Chinese words is studied at the respect of Korean style composition and the composition beyond correct and regular Chinese words. With regard to `Conservation of nature`, which is Korean style composition, Pakyoung Sa explains nothing about it, but Kyohak Sa, Dongwha Sa, Minjung Seorim and Jihak Sa explain it as Korean style composition and Jungang Education, Cheongsaek and Taesung Publish Co. explain it as our language`s composition`. Nine publishing companies explain nothing about composition, concerning the abnormal words such as `lying in a sick bed(臥病)`, `one`s desire(所願)` and `desire(所望)` Second, I research the contents of Chinese words`. There are 54 Chinese words not satisfying Chinese subject educational aim helping language life and learning of other subjects and boosting the sound thinking and desirous human nature, which is needed to exam. Thirty one words among them is adverb. Fifty four crude and difficult words are needed to take a detailed examination to know if they could help language life and the learning of other subjects. Inappropriate words such as `killing man` need to be modified because it has the contents which are not compatible with the contents of Chinese subject. Third, I analyzed homophony. The teaching of homophony is unique area other subjects can`t look over. Eight Chinese textbooks published according to the 7th Curricuhun have 53 words with homophony. About them, Kyohaksa explains five words, Dongwhasa five words, Jihaksa one word, Cheongsaek one word and Taesung eight