한문과 교과교육에 있어서 교과서 문제

등록일 2003.07.10 | 최종수정일 2016.07.18 어도비 PDF (pdf) | 27페이지 | 가격 6,200원

서지정보

발행기관 : 한국한문교육학회 수록지정보 : 한문교육연구 / 14권
저자명 : 송병렬

영어 초록

The 7th education process enables students to choose various subjects themselves. So it is regarded as the process which gives a lot of chances than previous ones. But I wonder if they can choose various textbooks, though they can choose various subjects outwardly. Authorization system contributed a lot to improving textbooks` quality as I look into the textbook screening system of present textbooks. In spite of this positive evaluation, however, present authorization system restricts the contents and editing of textbooks excessively, and it standardizes textbooks of most subjects. The cause of standardization of textbooks lies in a too much detailed education process. Particularly Chinese textbooks get more damage because of the limit of `written language of classical literature(古典文語)`. 1 can find what causes standardization in Chinese education process. First one is the stipulation on ranks of textbooks contents. Ranks of Chinese textbooks are Chinese characters, words in Chinese characters, and Chinese writing. Second one is that number of Chinese characters available on books is restricted to `1,800 Basic Chinese Characters for Chinese Writing Education`. Fixing ranks of text Chinese characters, words in Chinese characters, and Chinese writing gave a great help on systemizing Chinese education. But applied too uniformly, various textbooks cannot be published. The Thousand Characters Text and 『Saja-Sohak(四字小學)』, the most basic books for learning Chinese, are not the ones for simple memorizing characters. The Thousand Characters Text is 『SAeun-Gosi(四言古詩)』 of 250 phrases. Each phrase is made up of 4 letters. 『Saja-Sohak(四字小學)』 is also made up of 320 4-letter-phrases. These two elementary books don`t intend to learn Chinese characters and words. But nowadays Chinese education process puts an excessive stress on learning Chinese characters and words and makes both teachers and students bored. Evil influences of restriction to 1,800 are even greater. `1,800 Basic Chinese Characters for Chinese Writing Education` is the essential course in middle and high school. So 900 for Chinese writing education in middle school, and 900 for high school. This stipulation is the limit of Chinese characters when Chinese textbooks for middle and high schools are produced. Different from foreign languages such as English, Chinese Writing is not in a current use. Therefore material of contents should be taken from classics. That often makes contents of text go beyond `1,800 Basic Chinese Characters for Chinese Writing Education`. So expedients are called when textbooks are produced. For instance, <Further Study>, <Supplements>, <Getting to Know>, or <Chinese Words in Our Lives>, which were set for detailed explanation, sometimes don`t have anything to do with the main contents. These were set only for the consumption of `1,800 Basic Chinese Characters for Chinese Writing Education`. So they interrupt progress of class and give a burden to students. This evil is no exception with eminent authors. They have difficulty editing textbooks owing to this stipulation. Emphasizing stipulation of Chinese characters, words in Chinese characters, and Chinese writing for hierarchy of Chinese writing education is not, a fallacy itself. But, if you want to carry out Chinese writing education smoothly, flexible guides are required in managing education process. Also, `1,800 Basic Chinese Characters for Chinese Writing Education` must be selected for Chinese writing education. But if it works as an element which restricts a form of desirable textbook, it should be applied flexibly. The goal of Chinese education process is carrying out Chinese writing education smoothly. In spite of that, if Chinese education process prevents Chinese education from improving, this problem must be reconsidered.
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