The writing policy has been repeated by "Korean Only", "Either Korean or Sino-Korean", and "Both Korean and Sino-Korean" since 1945, independence of the country. The confusion of the policy has made the language life of the public unstable. Also it has influenced the curriculum in the school and resulted in adverse effect for the students. That's because whenever the policy changed, the curriculum was changed and then the way to write Sino-Korean in the textbook was moved to another way. The public could be separated into "Generation of using Korean and Sino-Korean," "Generation of learning basic Sino-Korean," and "Generation of learning no Sino-Korean." Even they could be divided into two groups those who could read the newspaper with Sino-korean or those who couldn't. In this situation, people learn Sino-Korean in school when they are students and in private-education when they aren't. Even though the writing policy established in 1970, 'We write only in Korean, but when needed, Sino-Korean can be used,' has been maintained, the public awareness for the necessity of Sino-Korean has been increasing. It's a good evidence that the organization for the Sino-Korean level test and the company for the Sino-Korean workbook which themselves claim that they are leading the private education of Sino-Korean, have been expanding. This points out clearly that it's not only for the personal need, such as 'I can write Sino-Korean' and 'I can read Sino-Korean'
This research tries to analyze the cultural and national demand of Sino-Korean education collectively. For this purpose, I examined the literature policy, the rise and fall of Sino-Korean education, the educational curriculum in the country, the changes of Writing system of Sino-Korean in the text book, the degree of social awareness, the present state of Sino-Korean, and the like, which are the background of needs analysis. To understand the actual conditions and draw out a plan, I surveyed and interviewed teachers and teaching staffs in the elementary, middle and high schools, and parents of students. The purpose of this thesis is to draw out a more reasonable plan for Sino-Korean education by the process of examining the background and actual conditions and identifying the demand throughly.
In the second chapter, I examined and arranged the matters on actual conditions of Sino-Korean education and the background of the needs analysis from the liberation of the country to the present. I also examined the literature policy and the ups and downs of Sino-education according to it. I looked into the changes in the curriculum and the writing system of Sino-Korean in the textbook. Through the institute specialized in Sino-Korean education, the organization in charge of the Sino-Korean level test, the company for the Sino-Korean workbook, and so on, the state and scale of Sino-Korean education was estimated. Also, in order to to know how much Sino-Korean is being used in the society, I researched the requirement for the High school and University entrance, the requirements of the graduation in the universities, and the recruit requirements for companies.
In the third chapter, I arranged and organized the way to analyze the demand. I elaborated on it from the analysis of the information to interpretation. The methods for the research were survey and interview, and in order to raise the credibility of the data, I also examined the background factors of the respondents. The respondents for this research include elementary, middle, and high school students, teachers, and teaching staffs across the country, and parents of students. The number of elementary school students accounts for 1,162, middle school students 945, high school students 996, so the number of students who helped this research are 3,103. The number of teaching staffs 99, the number of teachers 1,399 (elementary 562, middle 366, high 411), and the number of parents of students 2,093, so the number of adult totals 3,531. I studied the answers of those people, total 6,634.
In the fourth chapter, I summarized the actual conditions and demand of Sino-Korean education. Before anything else, I studied the actual state by the data from the elementary, middle, and high school students. I analyzed the experience on the Sino-Korean education from the elementary school students, recognition of Sino-Korean education from the middle and high school students, the state of the Sino-Korean education in the school and home from all the students. The result of that could be summarized as follows. First, the elementary students have much experience of Sino-Korean education, but few students wants to learn Sino-Korean. Nor does much of students in middle and high school. They answered they start learning Sino-Korean when they were 3rd or 4th grade. Second, homeroom teachers played major role in Sino-Korean education in school. "Basic Sino-Korean characters" and "Sino-Korean for the level test" account for most of their teaching. According to the research, elementary school students got one or less year education and showed little interest in the school work. That's because the educational content is not interesting and the Sino-Korean characters are difficult. Most of students pointed out the writing Sino-Korean is most difficult. Middle and high school students also answered the time when they started learning Sino-Korean was 3rd or 4th grade. They also felt the Sino-Korean characters are difficult, and they lost interest because of writing Sino-Korean. Most students want to get "higher level in the level test" through Sino-Korean education in school, followed by those who want to learn "classic phrases and Sino-Korean characters" and those who want to study "second language." It was surprising that some students want to study Sino-Korean for learning Chinese or Japanese. On writing system in the text book, they want Sino-Korean to be put in the parentheses after Korean word originated in Chinese. Third, answers for the questions on Sino-Korean education in home showed that 68.6 percent of elementary students have studied Sino-Korean in home. Among them, 44.4 percent have studied through Sino-Korean workbooks, 27.3 percent have learned from the family members. Middle and high school students answered alike.
Let's see the demand from teaching staffs, teachers, and parents of students. Their demands are almost same. First, they are aware of the necessity of Sino-Korean education. Second, most of them want Sino-Korean education to be started from the elementary schools. They specifically claim "from the 3rd grade." Third, they demand the Sino-Korean should be taught by the Sino-Korean vocabulary, and admit the importance of Sino-Korean characters. Fourth, they demand that the elementary students learn Sino-Korean one hour a week through the period of creative activity, the middle school students learn one to two hour a week as a required subject, and the high school students learn as a selective subject. Fifth on writing system in the text book, they want only Korean for the elementary school text book and Korean(Sino-Korean) for the middle and high school text book. And, most of them didn't know or know incorrectly about the policy of the language or government enforcement agencies. Some think using Sino-Korean would enhance the understanding of the passage. Quite few adult studied Sino-Korean for their need.
In the fifth Chapter, a reasonable plan for Sino-Korean education based on the result of survey and interview was explained. There are prerequisites for carrying out a reasonable plan. First, the current literature policy needs reforms. Second, the level test system needs reforms. Third, proper curriculum drawn up for elementary school is necessary. Those prerequisites are needed to make more reasonable education. Next, there are lists of resonable plans : first, starting time for Sino-Korean education should be changed to lower elementary school grades. Second, main educational content should be Sino-Korean characters based on Sino-Korean vocabulary. Third, the number of basic educational Chinese characters should be properly adjusted. Fourth, the writing system of Sino-Korean in the textbook should be examined. Fifth, curriculum should be drawn up for the level of schools. Those five plans were explained. The interview records used as supplement were attached as an appendix.
When we examine the writing policy, "only Korean" and "Korean and Sino-Korean", controversial for ages, "only Korean" admits the need of Sino-Korean in some points and "Korean and Sino-Korean" agrees to limited mixed use. So both sides show the common point that we need the Sino-Korean education. The result of needs analysis in this research could be used as a material to draw out a solution for the starting time of Sino-Korean education, the target for Sino-Korean education, and the like.

* A thesis submitted to the Committee of the Graduate School of SungKyun Kwan University in Partial Fulfillment of the requirement for the degree of Doctor of Philosophy in Education in July, 2010.

이 연구는 漢字․漢文敎育에 대한 실태를 파악한 후 이를 바탕으로 國家․社會的 要求를 총체적으로 분석하고자 하였다. 배경과 실태를 점검하고 요구를 총체적으로 확인하는 과정을 통해 보다 합리적인 漢字․漢文敎育 方案을 구안함이 이 논문의 목적이다.
Ⅱ장에서는 해방이후 지금까지 漢字․漢文敎育의 實態 및 要求 分析의 배경과 관련한 사안들을 검토․정리하였다. 語文政策과 그에 따른 漢字․漢文敎育의 부침을 검토하였고, 敎育課程과 敎科書의 漢字 表記 方法 變遷을 살펴보았다. 漢字․漢文敎育을 담당하는 전문기관, 급수시험 주관단체, 학습지 회사 등을 통해 사회에서 이루어지고 있는 교육현황이나 그 규모를 확인하였다. 또한 활용 및 반영 정도를 알아 보기 위해 高入, 大入試驗이나 졸업인증 조건, 기업체 채용 정보를 함께 확인하였다.
Ⅲ장에서는 要求 分析의 방법을 정리하고 체계화하였다. 조사 도구는 설문지와 심층면담을 이용하였고 분석의 신뢰도를 높이기 위해 응답자 배경변인을 함께 살펴보았다. 조사 대상의 모집단은 전국 16개 시도의 학생(초,중,고), 교육전문직, 교원(초, 중, 고 교사, 교장, 교감 포함), 학부모이며 조사 대상 총 인원은 6,629명이다.
Ⅳ장에서는 초, 중, 고 학생을 대상으로 漢字․漢文敎育의 실태와 요구를 정리하였다. 첫째, 初等學生은 학교에서의 漢字學習 經驗은 많은데 비해 정작 배우기를 원하는 학생은 많지 않았다. 중, 고등학생들도 흥미도가 낮았다. 한자공부의 시작은 다수가 초등학교 3, 4학년 때라고 대답하였다. 둘째, 학교에서는 주로 담임선생님에 의해 주도되었고 중심내용은 ‘基礎漢字’와 ‘級數試驗 對備漢字’이었다. 수업에 대한 흥미도는 낮았으며 다수가 ‘한자쓰기’에 대해 어려워 하였다. 學校敎育을 통해 이루고자 하는 것은 ‘급수 올리기’, ‘고사성어 및 한자어 익히기’, ‘제2외국어 공부를 위함’이었다. 교과서는 주요 漢字語 뒤에 괄호하고 漢字를 표기해 주었으면 좋겠다는 응답이 가장 많았다. 셋째, 가정에서는 68.6%의 초등학생이 漢字敎育의 경험을 가지고 있었다. 학습지나 부모님을 통해 배웠다고 하였으며 중, 고등학생들도 비슷하게 응답하였다.
다음으로 교육전문직과 교원, 그리고 학부모의 요구이다. 첫째, 漢字․漢文敎育의 필요성은 다수가 인식하고 있었으며, 둘째, 조사대상의 다수가 初等學校부터 漢字․漢文敎育을 시작해 달라고 요구하였다. 구체적으로는 ‘3학년’을 희망하였다. 셋째, ‘漢字 語彙’를 기준으로 가르치며 ‘漢字’ 자체 교육도 중요성을 인정하였다. 넷째, 초등학생은 ‘재량활동 시간을 통해 주 1시간씩’, 중학생은 ‘필수과목으로 정해서 1-2시간씩’, 고등학생은 ‘선택과목’으로 정해서 가르치기를 요구하였다. 다섯째, 敎科書 漢字 表記의 경우, 초등학생용은 ‘한글’로 하고 중, 고등학생용은 ‘한글(漢字) 형태’를 원하고 있었다.
Ⅴ장은 설문조사와 심층면담 분석 결과를 바탕으로 한 漢字․漢文敎育을 위한 합리적인 방안에 대해 설명하였다. 첫째, 漢字敎育의 출발시기를 초등학교 저학년으로 조정하여야 하며, 중점지도 내용으로는 ‘漢字 語彙’를 기준으로 하되 ‘漢字’ 지도도 강화한다. 둘째, ‘敎育用 基礎漢字 數’를 적절히 조정한다. 셋째, 교육과정을 학교급별로 조정하여야 하며 교과서의 漢字 表記 문제를 검토한다. 이상 세 가지를 중점으로 설명하였다. 그리고 보충설명의 자료로 활용하였던 심층면담 기록지를 부록으로 첨부하였다.
이 연구를 통해 확인된 要求 分析의 結果는 논란이 되고 있는 漢字․漢文敎育의 적용 시기, 적용 범위 등을 도출해 내는데 필요한 자료로 쓰일 수 있을 것이다.