초등학교 사회 교과서의 한자어 분석을 통한 한자 교육 - 6학년 사회 교과서를 중심으로

Abstract

There are 50,000 sino-Korean characters which are listed today. They have been gradually changed through such a long history and the changes are a little different according to countries. However, they have not caused significant obstacles to communication among countries as public characters. As we were isolated with from sino-Korean due to the past policy on exclusive use of Hangeul, it began to decline. However, through policies such as discretional activities or sino-Korean tests based on the 6th and 7th curricula, we have had more opportunities to contact with sino-Korean. However, we need more organized and effective learning. Sino-Korean characters occupy a significant part of textbooks for elementary students. Therefore, schools have the necessity to properly teach sino-Korean and actively educate it. As there have been previous studies on Korean textbooks for elementary schools which are inclined to Korean, this study focused on a subject of social studies with comprehensive meaning involving regions, economic environment, life, industry, transportation, culture, weather and politics. It is suggested that elementary sino-Korean education should focus on textbooks for higher learning effect and interest, which will contribute to promotion of exchanges within the sinosphere. This study investigated the current status of sino-Korean used in textbooks for grade 6 of elementary students, aiming to recommend 170 characters for students in grade 6 to learn. Chapter 1 presented a purpose and a method of the study. Chapter 2 analysed sino-Korean characters for each semester. Chapter 3 organized entire sino-Korean characters according to total strokes, radicals and grades. Chapter 4 presented recommended sino-Korean characters and words for grade and identified overlapping characters comparing those for middle schools with those for high schools. It was discovered that a number of sino-Korean characters which are hard for elementary students to read and write are included through such investigation. The students should not be compelled to memorize sino-Korean characters with many strokes and instead, they should be supported to understand their meaning and read them. It is expected that sino-Korean education in elementary schools will be effective and the recommended sin-Korean characters presented in this study will be good data for education.