제4차 교육과정 고등학교 일본어교과서의 한자사용 -제2, 3차 교육과정과의 비교를 통해- (Kanji use of the high school Japanese textbook of the fourth curriculum- Through the 2nd and the 3rd education process -)

서지정보

· 발행기관 : 한국일본어학회
· 수록지 정보 : 일본어학연구 / 40호 / 125 ~ 136페이지
· 저자명 : 최혜정

초록

The partial revision of the second curriculum was performed by the promulgation of the education department law 310th onFebruary 14, 1973, and the Japanese education in Korea began in a high school (the following, high school). With this, the first Japanesetextbook "Japanese handbook" (the second volume) is product. 　Seven times of textbook revision is carried out and reach it afterwardsat the present. It may be said that education policy and education target of the time, social conditions are reflected to a Japanesetextbook used in an educational front for approximately 40 years. Therefore, the Japanese textbook is the historic exhibit whichreflected the change of the Japanese education, and, as for analyzing this, it is thought that it is very meaningful work in a history ofJapanese education study. Therefore I investigated the vocabulary (the following, kanji vocabulary) using a kanji used in the Japanesehandbook (the second volume) of the fourth curriculum and the kanji in this report as part of such textbook analysis and consideredfindings and the comparison that went in the second, the third curriculum. The results are as follows.
(1) The number of the use of a used kanji increased in the fourth curriculum when I compared it with the second, the thirdcurriculum. However, it may be said that the use of the kanji decreased in comparison with the second curriculum when the textbookof the fourth curriculum thinks that it is five kinds.
(2) As a result of classifying the kanji of the fourth curriculum as the kanji of the second, the third curriculum according to a part ofspeech, and investigated utilization, the utilization of the noun decreased in comparison with the second, the third curriculum in thefourth curriculum, and the utilization of a verb and the adjective increased.
(3) As a result of having classified it in conformity to a kanji allotment list according to the school year by the fourth education, it isapproximately 94% of Japan basic kanjis using all 934 characters under the Japanese top of the fourth curriculum in Japan basic kanji996 characters.
(4) The number of the common single kanji used in the second, all courses of three or four next curricula was 298 characters. Kanjiword used with proper nouns such as a person's name and the place name in the second, the third curriculum was the fourtheducation, and the numbers decreased, and a language of kanji to correspond to a Japanese area name, an annual function under theinfluence of an exercise and a pattern practice except the text in the textbook on a verb and a family name, a day appeared newly. Inaddition, kanji word and the eating habits and kanji word with the industrial development related to came up newly.

영어초록

The partial revision of the second curriculum was performed by the promulgation of the education department law 310th onFebruary 14, 1973, and the Japanese education in Korea began in a high school (the following, high school). With this, the first Japanesetextbook "Japanese handbook" (the second volume) is product. 　Seven times of textbook revision is carried out and reach it afterwardsat the present. It may be said that education policy and education target of the time, social conditions are reflected to a Japanesetextbook used in an educational front for approximately 40 years. Therefore, the Japanese textbook is the historic exhibit whichreflected the change of the Japanese education, and, as for analyzing this, it is thought that it is very meaningful work in a history ofJapanese education study. Therefore I investigated the vocabulary (the following, kanji vocabulary) using a kanji used in the Japanesehandbook (the second volume) of the fourth curriculum and the kanji in this report as part of such textbook analysis and consideredfindings and the comparison that went in the second, the third curriculum. The results are as follows.
(1) The number of the use of a used kanji increased in the fourth curriculum when I compared it with the second, the thirdcurriculum. However, it may be said that the use of the kanji decreased in comparison with the second curriculum when the textbookof the fourth curriculum thinks that it is five kinds.
(2) As a result of classifying the kanji of the fourth curriculum as the kanji of the second, the third curriculum according to a part ofspeech, and investigated utilization, the utilization of the noun decreased in comparison with the second, the third curriculum in thefourth curriculum, and the utilization of a verb and the adjective increased.
(3) As a result of having classified it in conformity to a kanji allotment list according to the school year by the fourth education, it isapproximately 94% of Japan basic kanjis using all 934 characters under the Japanese top of the fourth curriculum in Japan basic kanji996 characters.
(4) The number of the common single kanji used in the second, all courses of three or four next curricula was 298 characters. Kanjiword used with proper nouns such as a person's name and the place name in the second, the third curriculum was the fourtheducation, and the numbers decreased, and a language of kanji to correspond to a Japanese area name, an annual function under theinfluence of an exercise and a pattern practice except the text in the textbook on a verb and a family name, a day appeared newly. Inaddition, kanji word and the eating habits and kanji word with the industrial development related to came up newly.

참고자료

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