2022 개정 중학교 한문 교과서의 漢詩 비중 축소에 대한 교원들의 의견 조사 = A Survey on Opinions of Teachers on Reducing Proportion of Chinese Poems in 2022 Revised Middle School Textbookfor Chinese Character

다국어 초록 (Multilingual Abstract)

This study investigated the status of Chinese poems included in the 2022 revised version of the middle school textbook on Chinese characters and conducted a survey of the current middle school teachers. This survey was conducted to collect the opinions of teachers on the considerably reduced proportion of the Chinese poems in the 2022 revised version compared to the 2015 revised version and use the survey results as a reference for future curriculum revision.
Among 11 kinds of 2022 revised middle school textbook for Chinese character, 4 of them did not include the Chinese poems, 6 of them included one to two Chinese poems by extracting two lines, and 2 of them included more than one Chinese poem in full length. The proportion of Chinese poems in 2022 revised version dropped by a third compared to the 2015 revised version, that contained about three Chinese poems in average.
This study targeted 120 Chinese character teachers in middle school, asked their opinions on reduction of Chinese poem proportion in the new textbook, and selected 109 valid samples. Among respondents, 33%(36 teachers) answered that it is reasonable to reduce proportion of Chinese poem and 67%(73 teachers) answered that it is unreasonable to reduce its proportion. Among former respondents, 44%(16 teachers) answered that it is more urgent to develop vocabulary and literacy instead of Chinese poem, 36%(13 teachers) answered that it is hard to teach format, structure, etc., of the Chinese poems to middle school students, and 3%(1 teacher) answered that content and sentiment in the Chinese poem are inappropriate in modern society. For other opinions(6%, 2 teachers), the respondents answered “there is not enough time to teach Chinese poems due to lack of course hours” and “Chinese poems are too implicative, and it is hard to explain their time background. Among 13 respondents who answered that it is hard to teach format, structure, etc., of the Chinese poems to middle school students, a lot of them pointed out that the Chinese poems have rhythms and concepts that require additional explanation. About 77%(10 teachers) of them answered that the level of difficulty in format, structure, and content should be lowered to teach them.
Among 73 respondents who answered that it is unreasonable to reduce proportion of the Chinese poem, 42%(32 teachers) answered that the Chinese poems help the emotional development of the students, 18%(13 teachers) answered that the middle school students can understand their format and structure, 18%(13 teachers) answered that the students need to learn few famous poems for refinement and common sense, and 5%(4 teachers) responded that the middle school students need to learn Chinese poems because they might not learn the Chinese characters after entering a high school. For appropriate number of Chinese poems to be included in the middle school textbook, 56%(41 teachers) answered 3 poems with 4 lines, 2%(18 teachers) answered 5 poems, and 4%(3 teachers) answered 7 poems.

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