2007,2009 교육과정 개정에 따른 한문과 교과서의 변화 양상 -중학교 한문 교과서를 중심으로- = The Patterns of Changes in the Sino-Korean Textbooks through the 2007,2009 Curriculum Revisions -Focusing on Sino-Korean Textbook in Middle school -

다국어 초록 (Multilingual Abstract)

Textbooks are compiled and applied to school classes according to the National Curriculum. Accordingly, if the curriculum is revised, textbooks under the curriculum are also changed together. This study examined changes in the Sino-Korean textbooks resulting from the 2007 and 2009 curriculum revisions. Compared to the 7th National Curriculum, the biggest change in the Sino-Korean textbook under the 2007 Revised National Curriculum is that of content structure from ‘Chinese characters Sino-Korean words Chinese writings’ to ‘Chinese writings knowledge of Chinese writings.’ This means that the focus of Sino-Korean education was shifted from Chinese characters and Sino-Korean words to sentences. As a result, the Sino-Korean textbooks under the 2007 Curriculum present sentences even from the first chapter. Consequently, it is pointed out as a weakness that the textbooks give the impression that they are somewhat difficult to students. A positive change is that ‘Understanding’ and ‘Culture’ sections were newly added and they are expected to contribute somewhat to students’ humanistic literacy. The 2009 Revised National Curriculum is characterized by contents that approach first with easy Chinese characters or words and then move to sentences. The introduction of the intensive course system has had a huge impact on the Sino-Korean curriculum. First of all, middle school textbooks, which had been divided into three volumes, one for each grade, were put together into a volume. As the number of teaching hours was reduced, however, the overall volume of contexts in the textbook also shrunk, and lack of teaching hours resulted in difficulty in achieving the goals of the curriculum. Curriculum and textbook are in an inseparable close correlation with each other. As that much, it is extremely important to examine the pattern of how the curriculum is implemented in the textbooks. Such efforts allow us to set the direction of Sino-Korean textbooks and to find various strengths and weaknesses of the textbooks to be reflected in the next revision of the curriculum.