初等學校 漢字語彙의 效率的인 指導方案:3․4학년 국어(읽기)교과서를 중심으로

Abstract

ABSTRACT Efficient teaching method of chinese and vocabulary in elementary school (Focus on reading textbook in 3rd and 4th grade)

Seong Man Lee Adviser : Kwon Soon-yoel Litt.D. Major in Sino-Korean Literature Graduate School of Education, Chosun University

Introductory of 2009 revised curriculum noticed that Hanja Character Education is learned in Creative learning experience lesson. However, Ministry of Education, Science and Technology doesn’t provide a proper curriculum about Hanja Education. There for, this study will search the defeat of education field in elementary school. Moreover, study presents method to improve it and select character to be learned to improve student’s reading skill.

The First chapter, As an introduction, I search the history of Hanja Education and collect data for leading-research; analyzing text book, teaching guide book for vocabulary and learning procedure, to establish method of teaching Hanja vocabulary in creative learning experience lesson in elementary school.

The second chapter, As the part of analyzing and selection of Hanja vocabulary in reading textbook, I will analyze about frequency of use and numbers of syllables. I will find the vocabulary used over five times, and then select that as the vocabulary what students have to learn. After that, I will divide it by unit of a subject.

The third chapter, I suggest the phase, which is a necessary guideline for teaching Hanja vocabulary. The method I suggest is follow; first for one syllable character, teach ‘Ja-Won’, fundamentals of Hanja, and ‘Bu-Su’ which is an arrangement of accompanied word, to understand form, sound and meaning of vocabulary. Second for two syllable character, teach base on a word structure, a homonym, ‘du-eum’ rule which is a rule to avoid the specific word as the initial sound of a syllable. Third for arrange proper lesson time, I recommend to use Self-teaching time in the morning or creative learning experience lesson time.

The forth chapter, it is a conclusion. Once Hanja Education is settled properly, students will understand Korean vocabulary accurately and are improved leaning skill. It helps them to study further. Students and their parents will be interested in and take part in Hanja education easily.

This study suggests one kind of example for Hanja Education, not a completed typical education curriculum. Teachers in the field are demanded an continuous effort to look into the student’s level of skill and find a proper teaching method. Searching more data and method of teaching in needed and it leaves as subsequent research. However interesting and efficient teaching method should be improved.