國際中文敎育의 관점에서 살펴본 韓國高等敎育단계의 漢字敎育 연구 = A Study on the Education of Chinese Characters in Korean Higher Education Stage from the Perspective of International Chinese Education

국문 초록 (Abstract)

본 연구는 수천 년 동안 중국과 한국의 기록문자였던 漢字의 文字的 중요성을 인식해 왔지만, 1970년 이후 한글전용정책의 시행으로 한자교육이 정규교과 과정의 필수과목에서 배제되었고, 공문서의 표기문자에서도 제외되었던 한국에서의 한자교육의 위상 제고와 한자교육의 활성화방안을 모색하려는 동기에서 연구를 시작하였다. 본 연구는 한국대학의 중국어문학 전공학과의 고등교육단계(대학과 석사, 박사학위의 대학원과정)에서 진행되는 한자교육에 대해 연구하고자 한다.
본 연구는 1988∼2021년의 33년 동안 진행된 중국의 언어문자정책과 규정/실행방안 등을 조사 분석하였다. 中國 敎育部 간행 《语言文字规范手册》의 초판 출판년 1988년부터 《语言文字规范 国际中文教育中文水平等级标準》이 배포 실행된 2021년까지 16차례에 걸쳐 증보 重印된 《语言文字规范手册》을 연구기준으로 삼았으며, 33년 동안 진행된 중국의 한자교육(한자의 字形, 字音, 字義)에 대한 규범화/표준화방안의 제정과 발전과정을 고찰 분석해 보았다.
1970년 이후 한글전용정책이 실행된 뒤부터, 한국에서의 한자교육은 “교육용 기초한자 1800자”를 학습하는 수준이고, 한자능력측정시험과 중고교의 한문과목(선택)을 통해서 한자학습이 진행되었다. 한국대학의 일반 한자교육은 학부 신입생이 한자교육을 전혀 받지 않은 “한자교육 제로 상태”를 가정하여 초급부터 진행하게 된다. 본 연구는 한국대학에서의 한자능력 학습방안과 문장기술상 글자체의 사용 및 漢字量化指標에 대해서 네 권의 교재(《탄탄중국어-기초편》, 《탄탄중국어-실력편》, 《표준중국어 文章讀解》, 《인터넷 시사중국어》)를 중심으로 학부의 초급, 중급, 고급과정의 한자교육을 단계별로 분석해 보았다. 또한 대학원 석사, 박사과정의 한자교육은 숭실대학교 중문과 대학원 교과과정표의 〈한중번역학전공〉과 〈한중비교언어문학전공〉의 네 강좌를 중심으로 살펴보고자 한다.
본 연구에서는 “교육용 기초한자 1800자”를 수록하여, 중국 중고교의 한자교육방안과 대비해 보았다. 또한 중국의 초중고교와 대학의 교과과정 중 한자교육의 현황을 〈中国中学阶段汉字教育简介〉와 〈中国高校本科阶段汉字教育相关课程设计简介〉의 연구자료를 통해서 고찰해 보았다. 이러한 중국의 중고교 6년과 대학 4년의 10년 교육기간 동안 한자교육이 단계별로 어떻게 체계적이고 규범화된 교육과정으로 학습되는지를 살펴보았다. 대학 학부의 한자교육과정에서는 교육정책방향과 네 가지 교학방법을 소개하면서 인공지능보조시스템, 가상세계VR 학습플렛폼, AI+北京语言大学 AI助教 등의 정보화/AI 학습방식을 소개하였다.
2020년 이후 코로나사태를 겪으면서 대면/비대면의 인터넷 플렛폼 강의는 비약적으로 활성화되었다. 서울의 숭실대학교와 산동의 济南大學에서 진행된 인터넷 플렛폼 강의를 통한 趙太蓮선생의 한자능력 대비 연구는 정보화시대의 교육 방식에 다기능 학습모델을 제시하여 고급중국어 학습단계에서 쉽게 직면하는 한자 字義 교육의 난제를 해결해 주었다. 향후 글로벌정보화 시대에 한자교육은 정보화/인공지능기술과는 밀접한 관계를 맺고 있다. 언어문자는 이미 입력방식에서 한자의 표음문자화와 표준화작업이 오래전에 시행되었고, 정보화/교육플랫폼 기술의 발전에 따라 각종 정보화/AI기술이 교육기반시설에 운용되고 있다. 이런 인터넷/정보화 기술환경의 변화와 인터넷 플렛폼기반 중국어 강의의 진행은 전통적인 교육방식에 획기적인 변화를 가져왔는데, 姬代玲선생의 연구는 향후 한국의 중문학계에서 국제중문교육의 정보화교육 유형 전환과 중한 협동 교육모델의 개발 가능성을 예시해주고 있다.

다국어 초록 (Multilingual Abstract)

For thousands of years, both China and Korea have officially adopted Chinese characters as their official writing systems. However, following the implementation of the Korean language policy in 1970, Chinese character education was removed from the compulsory subjects of the regular curriculum in Korea. To enhance the standing of Chinese character education in South Korea and to understand the driving forces behind the active promotion of such educational programs, our study was conducted. This study intends to study Chinese character education in the higher education stage for Chinese majors in Korean universities (at the master's and doctoral postgraduate levels).
This study investigates and analyzes the policies, regulations, and implementation plans regarding Chinese language and writing over the past 33 years, from 1988 to 2021. From 1988, when the Ministry of Education of China published the first edition of the Handbook of Language and Writing Standards, to 2021, when the field of International Chinese Education Level Standards for Language and Writing Standards were issued and implemented, the Handbook of Language and Writing Standards, which was reprinted 16 times in succession, was used as the research standard. This paper investigates and analyzes the formulation and development process of the standardization scheme of Chinese character education, encompassing the shape, pronunciation, and meaning of Chinese characters, over the past 33 years. The study draws upon the extensive work done in standardizing Chinese characters, including the pivotal role of the ‘通用规范汉字表’ (General Standardized Chinese Character Table), which was developed over a decade and released in 2013, marking a significant milestone in the standardization of Chinese characters.
After the implementation of the policy of exclusive use In 1970, Chinese character education in Korea reached the level of learning 1800 basic Chinese characters for education, and Chinese character learning was carried out through the Chinese character proficiency test and the Chinese subject (choice) of junior and senior high schools. The general Chinese character education in Korean universities assumes that freshmen have not received any Chinese character education and start from the primary level. This study focuses on the learning plan for Chinese character ability in Korean universities, the use of fonts in article technology, and the quantitative indicators of Chinese characters. It takes four textbooks (Talking about Chinese-Basic Chapter, Talking about Chinese-Strength Chapter, Standard Chinese Article Reading and Interpretation, Network Current Affairs Chinese) as the core and conducts a stage analysis of Chinese character education in primary, intermediate, and advanced undergraduate courses. In addition, the Chinese character education in the master's and doctoral programs of the Graduate School will focus on the four courses within the curriculum of the Graduate School of the Chinese Department at Soongsil University, namely Korean-Chinese Translation Major and Korean-Chinese Comparative Language and Literature Major.
This study incorporates 1800 Chinese characters, which aligns with the number of characters recommended by the Chinese education curriculum for foundational education, and compares this set with the Chinese character teaching plan in primary and secondary schools. In addition, through the research materials of Introduction to Chinese Character Education at the Stage of Chinese Studies in China and Introduction to the Curriculum Design of Chinese Character Education at the Undergraduate Stage of Chinese High School in China, the current situation of Chinese character education in primary, junior, senior and university courses in China is investigated. During the 10 years of education in China, six years of junior and senior high school and four years of university, we have observed how Chinese character education has become a systematic and standardized educational curriculum in stages. The undergraduate Chinese character education course outlines the orientation of educational policy, presents four teaching methodologies, and introduces information/AI-based learning approaches, including an artificial intelligence assistant system, a virtual world VR learning platform, and an AI assistant developed in collaboration with Beijing Language and Culture University.
Since 2020, after the COVID-19 epidemic, face-to-face and non-face-to-face Internet platform courses have developed by leaps and bounds. The comparative study of Professor Zhao Tailian's Chinese character ability through the network platform teaching in Seoul soongsil University and Shandong Jinan University provides a multi-functional learning mode for the teaching methods in the information age, and solves the problems of Chinese character meaning teaching in the advanced Chinese learning stage. In the future global information In the current age, Chinese character education is closely related to information and artificial intelligence technologies. In terms of language input methods, the ethnographic research and standardization of Chinese characters have been carried out for a long time. With the development of information and education platform technologies, various information and AI technologies are being applied in educational infrastructure. The changes in the Internet and information technology environment and the development of Chinese teaching based on the Internet platform have brought a breakthrough change to the traditional teaching methods. Professor Ji Dailing's research reveals the future evolution of teaching approaches in the internationalization of Chinese language education within Korean Chinese communities, as well as the development potential of Chino-Korean cooperative teaching models.