문·사·철 활용 한자교수법을 위한 제언

서지정보

ㆍ발행기관 : 대한중국학회 ㆍ수록지정보 : 中國學 / 50권
ㆍ저자명 : 안승웅, 김정필

목차

1. 들어가며
2. 급수한자교육과 교양한자교육의 장단점
1) 급수한자 교재의 장단점
2) 교양한자 교재의 장단점
3. 한자교육의 인문학적 접근
1) 한자와 인문학의 상관성
2) 한자 속 인문학적 요소(문·사·철)
4. 한자 속의 문사철 요소 도출 방안
1) 한자 속의 문학적 요소
2) 한자 속의 역사적 요소
3) 한자 속의 철학적 요소
5. 문·사·철을 활용한 한자교육의 실례
1) 한자 속의 역사적 요소
2) 한자 속의 문학적 요소
3) 한자 속의 철학적 요소
6. 나오며

영어 초록

The Chinese characters is a letter that is with the most primitive features and is even a dull letter since it took 5000 years to the advent of text hand we are using right now. If we think about Hangul: Korean alphabet which is a scientific letter was made in a generation, dullness of the Chinese characters can even more be highlighted. However, it is this dullness and the honest effectiveness that give the Chinese characters power since it accumulates cultural meanings, especially the meaning of literature, history, and philosophy through concrete shapes and historical precipitations of long time.
This study tries to attract the aspects of literature, history, and philosophy inherent in the Chinese characters and to devise a new way to learn Chinese characters that can suggest a humanistic vision. This can simply be summarized as follows.
First, the author identified the advantages and disadvantages of existing books with regard to the education of Chinese characters. While books focusing on grades are useful in learning Chinese characters in a short period of time, they can easily neglect the cultural values. On the other hand, while books focusing on cultural aspects let people learn the cultural values based on rich expertise, they are not useful in learning the characters and lack perspective to creatively inherit and develop culture through Chinese characters.
Second, the author found out that we need humanistic perspective to avoid disadvantages and encourage advantages. In other words, humanities can converge various cultures focusing on human and can be a foundation to create new culture. And the humanistic elements in the Chinese characters (literature, history, and philosophy) can lead to a more intensified learning.
Third, the author investigated principles and ways to draw the elements of literature, history, and philosophy in the characters. Radicals that take the major part of the Chinese characters are like the archetype that determined the language and imagination of people since they are the embodiment of objects closely related to human life. Chinese characters are not only the mean to record history, but also the historical event and fruit encapsulating the perception on the past affairs. Chinese characters show us the world view and the thinking system of ancient people in the East in their composition principles or operational principles.
Finally, the author suggested an education method using literature, history, and philosophy focusing on the word '人': human. In a historical perspective, it is highly likely that the word is the embodiment of a person who works while bending his waste forward. And in a literary point of view, there are two poems included as an example that show a deep reflection on human existence. In a philosophical view, the author suggested his view concerning the definition on human. And for the convenience to learn Chinese characters, the author emphasized that the Chinese characters are the essential elements to understand the concepts of Korean by specifying important Chinese characters in the description with regard to literature, history, and philosophy. After that, Chinese characters associated with the word '人' were presented.
In conclusion, the purpose of this study that explored ways to configure textbooks for Chinese characters using literature, history, and philosophy is to find out cultural values hidden in Chinese characters and to couple them in to the education of humanities required by the era. While this cannot be a methodology with a clear and specific framework, this can be flexibly used depending on the diversity of majors of teachers and the understanding of learners.

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