중학교 한문 교과서에 나타난 고사성어 교육에 관한 연구

Abstract

Fables and phrases are frequently used in daily conversation or Chinese classics, through which the wisdom and lessons from the ancestors help us to have healthy senses of value and play important roles in succession and development of traditional culture. This study is to provide opportunities to learn Chinese classics through fables and phrases, motivate students to use what they learn in daily life, and help improve their vocabulary power. Further, it is to help them understand life and wisdom of ancestors and have desirous personality. Chapter Ⅱ deals with the purposes and contents of Chinese classics within the curriculum for secondary schools. This study reviewed 11 kinds of Chinese classics for first grade, 10 of Chinese classics for secondary school second grade, and 8 for secondary school third grade, and found a total of 337 fables and phrases were presented. However, except repetitive things, there were 118. Therefore, it analysed frequency according to history of Chinese classics textbooks for secondary schools, the number of each fable and phrase introduced as cartoons or stories and conditions of listing according th themes and the order of Korean reading of Chinese characters. It focused on identification of exact meaning of fables and phrases by listing their original texts and sources with high frequency. Chapter Ⅲ uses various kinds of teaching and learning materials and materials on fables and phrases so that teachers may deliver or leaners may learn them effectively. For example, it uses the following materials and methods for effective teaching and learning: how to teach new knowledge effectively, role play that enhances students' ability to present and their confidence, ICT using multi-media and Internet network, mind-map learning, and NIE. It used examples of advantages and disadvantages to help teachers teach and students learn fables and phrases easily. This study is to present the following suggestions on teaching and learning of fables and learning based on the reviews above: First, teaching and learning materials that can enhance creativity and thinking power through active and self-directed learning should be developed. Second, to overcome the limitation that the subject of Chinese classics is optional, teachers should made every effort to help students to be motivated. Third, the education of Chinese classics and characters for elementary schools should be connected to that of secondary schools. If education on the Chinese classics is properly performed, the cause of succession of traditional culture can be realized, and higher quality of Chinese classics education can be achieved. Fourth, to cope with the globalism and cultural changes in the 21st century, Chinese classics education at elementary, secondary and high school should develop new policies and directions on it. This study intended to educate fables and phrases in Chinese classics textbooks of secondary schools effectively, and help their exact understanding and use, improve vocabulary power, and desirable personality, but it did not deal with the culture and evaluation that the 7th Curriculum emphasized. In the future, it is hoped that various types of studies on fable and phrases will be developed and this study will be helpful as reference materials for teaching at schools.