고등학교 한문교과서의 서사문학에 관한 연구

Abstract

The 7th National Curriculum places its focus on establishing a student-centered system of a curriculum and providing various selective courses to meet each student's needs based on the individual ability, interest, aptitude and future career. Although Sino-Korean textbooks have undergone a considerable change in accordance with the new curriculum in their structure and composition, there is a certain limit to maximizing the effect of learning only with the exoteric change. The method to boost the effect should be considered in terms of a substantial change in contents. The compilation of the textbooks which is interesting and easy to understand can be an option. This paper will attempt to go over the proportion of epic literature in each Sino-Korean textbook and propose a desirable composition of model units on the basis of the belief that epic literature is one of the most eligible candidates which can provoke interest in students. There are five textbooks which contain 1~2 epic literary works, three textbooks of 3~4 epics, and three textbooks of 5~8 epics. There is a great difference in the number of the epics contained between the textbooks. Seven out of eleven, which is more than a half of the total number of the books, contain less than three epic works. If you assume that each textbook consists of 35~40 sub-units, 7~8 of epic literature, approximately 20% of the sub-units, should be included in the book considering the proportion of history and philosophy. It is required to increase the portion of epic in the units of the Sino-Korean textbook as well. This paper suggests that the textbook contain one unit which covers only epic literature and other unit contain an epic along with other genres of literary works. However, this paper also points out that extra caution is needed not to put additional pressure of learning on students by dealing with the epic works in the light of the history of literature, which can be more or less serious and formal. Education on Chinese literature and Korean literature in classical Chinese should be focused on the appreciation of the literary work even though the knowledge on the Chinese characters and expressions is prerequisite. The sub-units need to be composed emphasizing on the appreciation by providing the information about the writer’s life and the background history of the time when the work was written, so that the students can better understand the work. Why do you study ancient literary works in classical Chinese and teach students the works? Because you want them to understand the thoughts and sentiments of our ancestors through the works and find a guide into tomorrow by taking lessons from them. To fulfill the goal, it is necessary to give careful consideration to the suggestion of composing the textbooks with more works of epic literature and examine thoroughly the selection process to choose epic literature which is significant in educational perspectives and interesting enough to make students attracted.