KCI등재
漢文科 敎育課程의 變遷 硏究 = Study for Transition of Curriculum for Chinese Classics Subject
저자
발행기관
학술지명
권호사항
발행연도
2003
작성언어
Korean
주제어
KDC
374
등재정보
KCI등재
자료형태
학술저널
발행기관 URL
수록면
5-77(73쪽)
제공처
이 논문은 미군정시대의 교수요목기부터 제7차 교육과정기까지 초등·중학교 한문과 교육과정의 史的 변천과정을 연구하는 것에 목적을 두었다. 이 논문에서 주로 살펴 본 분야로는 교수요목기부터 7차 교육과정기까지 한문과 교육과정의 변천과정, 각 시기별 교육과정의 체제, 성격, 목표, 교과 지도 내용, 지도 방법 및 평가 항목의 비교 분석 검토, 한문과 교육과정의 문제점과 지향점 등을 밝히는 데 중점을 두었다.
초등·중학교 한문과 교육과정의 사적 변천과 바람직한 발전 방향을 요약 정리하면 다음과 같다.
The major purpose of this thesis is to study historical transition of the curriculum for Chinese classic subject for elementary and middle school. In this thesis, I performed comparative analysis on the transition of Chinese classic subject, in order to cover systems, characteristics, objectives, contents, instruction method, and evaluation standards for each period from 'the Era of Teaching Guidelines' to the period of 7th National curriculum. In the course of this study, I emphasized on clarifying problems concerning the curriculums for each historical era, and directions against the problems.
The contents of This thesis are summarized below.
1. System
1) Elementary School : Chinese classics curriculum began in 1995 of the period of 6th National curriculum, when Seoul Metropolitan Office of Education established 'School discretionary class' to allow elementary schools to teach Chinese classics. This was the first curriculum for Chinese classics education for elementary school, although this was not the curriculum applicable to the whole country. This curriculum contained 5 separate guidelines on items such as characteristics, objectives, contents, instruction method, and evaluation. In 1997, Seoul Metropolitan Office of Education made minor revision on this curriculum with remaining the basic education system same.
2) Middle School : the Chinese classics curriculum form 1sar to 7th National curriculum was based on the same formality for curriculum, such as objectives, contents, suggestions for teaching, etc., with minor differences in terminologies.
2. Characteristics
1) Elementary School : The Chinese classics curriculum of 6th Nation curriculum explained the characteristics of the curriculum by providing separate item of 'characteristics' The item 'characteristics' comprehended that the major purpose of the Chinese classics education for elementary school is to help students to learn Korean language an culture, and that the areas of the education is defined as 'Chinese character' 'Chinese words' and 'Chinese phrase'.
2) Middle School : The 'Characteristics' of Chinese classics curriculum was initiated in the curriculum of 6th National curriculum. The item 'Characteristics of Chinese classics subject' in the curriculum prescribed that the subject was made o became an instrument for other subjects, to provide students with knowledge to understand Chinese classical books, and to help students to understand wisdom, emotion, and ideas of our predecessors, and to establish a righteous sense of value.
3. The area of the curriculum
1) Elementary School : In the 6th National curriculum, the area of the curriculum are categorized in three, 'Chinese Character', 'Chinese Words' and 'Chinese phrases' Among there fields, 'Chinese phrase'is ambiguous in terms of its title and contents.
2) Middle School : The curriculum from 1st to 4th National curriculum did not specify the areas of curriculum. The classification of areas was initiated in 5th Education Reform, when the area was classified in 'Chinese Character', 'Chinese words' and 'Chinese classics'. The desirable classification of area for Chinese classics curriculum should be unique to enhance functions of 'reading' and 'writing' as the 'functions of understating(reading, listening)' and 'functions of expression(speaking, writing)' in the curriculum of Korean subject and English subject.
4. Contents of instruction
1) Elementary School : the curriculum of 6th National curriculum divides 'the Contents' into two categories, 'System of contents' and 'Contents by level'. The 'System of contents' is a table which specifies the contents to be studied by each level. The 'Table for system of contents' presented the contents to be instructed in each level and area of 'Chinese Character', 'Chinese Words' and 'Chinese Phrase'.
2) Middles School : In the 1st National curriculum, the 'contents of textbooks' and 'Contents of instruction' was presented in the 'Contents of Chinese classics and characters'. The 2nd National curriculum presents the 'Contents of instruction' by each school year. The 3rd National curriculum classify the 'Contents' into two categories of 'Instruction' and 'Main form', and presented the number of Chinese characters to instruct/study for each school year. The 4th National curriculum specify the 'Contents of instructions' with more specific expressions where using the phrase such as 'should know (or should do)'. In the 5th National curriculum, the 'Contents' was presented separately for each school year, and classified the area into three categories. 'Chinese Character, Chinese words, and Chinese phrase' for each school year. The classification of 'Contents' into three categories was first made in 5th Education Reform, and the classification gas been influenced the curricula up to 7th Education Reform. In curriculum of 5th National curriculum, the statements in the 'Contents' were made by using a noun phrase, e.g.'doing of …', rather than using the predicate, e.g, 'to do …' as used on the 4th National curriculum. In the curriculum of 6th National curriculum, the 'Contents' was cub-categorized into 'System of contents' and 'Contents by each school year' The 'System of contents' which was initiated in 6th National curriculum, was a table specifying the core subject to be studied in each school tear. The 'Table of system of contents' presented the core subject to be studied in each school year per the classified area of curriculum 'Chinese characters', 'Chinese words' and 'Chinese phrase'. The 'System of contents' and in the 6th National curriculum, was atavle specifying the core contents to be studied. The 'Table for system of contents' classified the area into three areas, 'Chinese characters', 'Chinese words', and 'Chinese phrase'. The table presented the core contents to be studied in each rear, and further fractionized contents to the each core contents. The curriculum of 7th National curriculum seems to be the most developmental curriculum.
5. Instruction Method
1) Elementary School : 'Instruction method' in curriculum of 6th National Curriculum prescribed 'planning for instruction', 'method of instruction', 'instruction materials' and 'notes for instructions'
2) Middles School : Instruction method was described in instruction techniques for Chinese characters and classics of the curriculum of 1st National curriculum, and in 'notes for instruction' of 2nd National curriculum. The curriculum of 3rd National curriculum presented 'standards for selection of theme' in order to guide teachers to select effective theme for instruction, and 'notes for instruction' to refer for the instruction of Chinese characters and classics. The 'notes for instruction' was presented also in the curriculum of 4th and 5th National curriculum.
In the curriculum of 5th National curriculum, the item 'notes for instruction' comprised of 2 sub-items, 'instruction' and 'evaluation'. However, in the curriculum of 6th National curriculum, 'method' and 'evaluation' appeared as separate items. The item 'method' in 6th National curriculum described instruction methodologies such as planning for instruction, method for instruction, materials for study, notes for instructions and etc. In 7th National curriculum, 'notes for instructions' among the instruction methodologies in 6th National curriculum, was eliminated. The instruction methods have gradually been developed to use more generalized, modernized, and specific materials for the instruction.
6. Evaluation
1) Elementary School : The item 'Evaluation' in the curriculum includes specific contents regarding 'Guidelines for evaluation', 'Evaluation methods' and 'Application of the evaluation'.
2) Middle School : The curriculum from the 1st to 3rd National curriculum does not contain separate item of 'Evaluation'. The 'Evaluation' initiated in curriculum of 4th National curriculum as a sub-item under the 'notes for instruction and evaluation'. However, the 'Evaluation' in 4th National curriculum provides only general principle but not more than that. The 'Evaluation' in curriculum of 5th National curriculum was also sub-item under 'notes for instruction and evaluation'. As in the 4th National curriculum.
The 'Evaluation' appeared as a separate item in the curriculum in 6th National curriculum for the first time, and was specifically described by several sub-categories such as 'Evaluation Guidelines'. 'Evaluation Method' and 'Application of evaluation'. The curriculum of 7th National curriculum did not make significant differences from that of the 6th, except for a minor change in its sub-category 'Evaluation Guideline' to 'Evaluation Planning', which made the statements in the item sound cooperative rather than imperative as was in the 6th.
The curriculum is the basis for study/education planning and instruction for Chinese classics. The curriculum for Chinese calssics should be made to harmonize with other language subjects in terms of their systems and contents of education. In addition, it should be well-organized to accomplish the objectives of Chinese classics education., i.e. use of Chinese words, improvement of ability to read Chinese characters, settlement of sense of value, inheritance and development of our cultural heritage, and improvement of cultural exchange within oriental cultural area. I hope that the curriculum for Chinese classics in 8th National curriculum will reflect the above points for the effective Chinese classics education.
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