중학교(中學校) 한문과(漢文科)에서의 읽기 교육(敎育)

심재경 ( Jae Kyeong Sim ) 한국한자한문교육학회 2008 漢字 漢文敎育 Vol.21 No.-

The recent trend of reading education is changing from result centered reading education to process centered one. In this situation, the area of reading in the revised Classical Chinese curriculum requires that the teachers and students be able to understand the contents fully and apply them. Reading is perusing a text and understanding its contents. In Classical Chinese, reading should not be limited to the vocalization of characters and comprehension based on sentence structure, interpretation of words and phrases and finding of vocabulary, but should be expanded to the concept of book reading and to the understanding of meanings. Until now, a number of theses on reading in the Classical Chinese curriculum have been published, and they raised the importance of reading in meaningful units, reading with pauses according to expletive, Chinese character reading through games, reading using literary works, understanding the meanings of words, extensive reading, silent reading, speed reading, etc. In the future, reading education in the Classical Chinese curriculum should not be limited to research but should be practiced. In the Classical Chinese curriculum in middle school, reading education should aim that students who are beginners in Classical Chinese may develop desirable personality and values through pronouncing Chinese characters correctly, reading the meanings of words that base reading comprehension, and understanding Classical Chinese texts accurately. Because reading without purpose is meaningless, the reasons or purposes of reading should be clarified in order to motivate students sufficiently. Today when character education is rising as a social issue, the behavior of reading Classical Chinese may provide learners with another opportunity to culture their character. Reading techniques or strategies may depend on each learner, but the teacher needs to explain reading techniques and strategies in order to give students confidence in fluent reading. Simple imitative or repetitive reading may deteriorate the pleasure of reading and result in adverse effects. Reading can be taught in various ways, and can also be assessed in as various ways as teaching. Depending on reading method, assessment can be made immediately, and the performance of personal assignments can also be assessed. Reading is an extensive teaching learning method ranging from the vocalization of characters to the comprehension and appreciation of sentences. If it is utilized adequately, both the teachers and learners will experience pleasant Classical Chinese classes.

중학생 대상 多讀 가능한 한문 교과서 구안 방안

공민정 한국한자한문교육학회 2019 漢字 漢文敎育 Vol.47 No.-

In the educational course of Chinese writing subject amended in 2015, there are ‘Reading loudly’ and Reading with pause between phrases’ as content elements of ‘Chinese writing reading’ which is a key concept among areas for ‘Chinese writing understanding’. Respective standards for achieving are ‘to properly read loudly so that the meaning of writing may be well revealed’ and ‘to properly read with pause between phrases paying attention to roles of writing. The course focuses on the proper grasping of the contents and theme of reading materials written by Chinese writing through reading, and on the proper understanding of the idea and emotion of ancestors imbued in collected works of Chinese writing. Accordingly, the ultimate goal of the education of reading Chinese writing is to advance reading ability with respect to various subject areas. The goal of the course is not for a teacher to simply explain reading materials such as Chinese writing, a short writing, Chinese poetry, Chinese prose, etc. to students and cram them with the contents, but for learners themselves to be able to select extended materials for reading Chinese writing and to recompose and create meanings on the basis of learned basic contents. A teacher can evaluate affective domain, and it is needed to improve evaluation environment so that self-evaluation of learners may be naturally achieved. This study originates from the idea that extensive reading can be an alternative in improving education for reading Chinese writing. If extensive reading is really introduced in educational course of Chinese writing, the students themselves can attempt reading Chinese writing and Chinese writing reading learning suitable to the level of each student can be given. Also, it can be helpful in making environment able to give various reading education utilizing extensive reading by systematically providing materials for Chinese writing reading according to a level or hierarchy. 2015 개정 한문과 교육과정에서 ‘한문 이해’ 영역 중 핵심개념 ‘한문 독해’의 내용 요소로 ‘소리 내어 읽기’와 ‘끊어 읽기’가 있다. 각각의 성취기준은, ‘글의 의미가 잘 드러나도록 바르게 소리 내어 읽는다.’, ‘토가 달려 있는 글을 토의 역할에 유의하여 바르게 끊어 읽는다.’이다. 읽기를 통하여 한문으로 된 읽기 자료의 내용과 주제를 바르게 파악하고, 漢文 典籍에 담긴 조상들의 사상과 감정을 올바로 이해하는 데에 초점을 두고 있다. 따라서 한문과 읽기 교육의 궁극적인 목표는 다양한 주제 영역에 대한 독서 능력 향상에 있다. 교사가 학생들에게 漢文 短文, 漢詩, 漢文 散文 등의 읽기 자료를 단순하게 설명하고 내용을 주입하는 것이 아니라, 학습한 기본 내용 지식을 토대로 학습자 스스로 확장된 한문 읽기 자료를 선택하고 의미를 재구성하고 창조할 수 있도록 한다. 그리고 교사는 정의적 영역을 평가할 수 있어야 하고, 학습자의 자기 평가가 자연스럽게 이루어질 수 있도록 평가 환경을 개선해야 한다. 이 연구는 다독(extensive reading)이 현재 한문과 읽기 교육을 개선하는 데에 적절한 代案이 될 수 있다는 생각에서 출발한다. 다독이 중등학교 한문과 교육과정에 실제로 도입된다면, 학생 스스로가 흥미와 내적 동기를 기반으로 하여 한문 읽기를 시도하고 각자의 수준에 맞는 한문 읽기 학습이 이루어질 수 있다. 그리고 수준이나 위계에 따른 한문 읽기 자료를 체계적으로 제공하여 다독을 활용한 읽기 교육을 할 수 있는 환경을 조성하는 데에 도움을 줄 수 있다.

개정 한문과 교육과정에 따른 중학교 한문1 교과서 읽기영역 분석

심재경 ( Jae Kyong Sim ) 근역한문학회 2010 한문학논집(漢文學論集) Vol.30 No.-

Classical Chinese textbooks for 7th graders in middle school were compiled according to the Revised National Curriculum. It is inevitable to take interest in how the reading section was reflected in the contents of the revision. In general, reading is understood as reading aloud or reading in meaning units, so there may not be many Classical Chinese teachers who can view reading on the dimension of specialized knowledge. Of course, the author cannot call myself a specialist in reading either. Nevertheless, taking interest in reading education and reviewing literature on reading, I found that reading is an important part of the Classical Chinese Curriculum and should not be overlooked in teaching learning. For the teaching learning of reading, it is essential to examine how reading was reflected in the middle school textbooks compiled under the Revised National Curriculum. Therefore, this study reviewed the contents of the curriculum guide book and examined elements related to reading, analyzed how adequately these elements were reflected, and mentioned problems and directions for improvement briefly. From the contents of the curriculum guide book, we extracted technical elements of reading. Reading techniques are divided into the cognitive domain and the affective domain. The elements of the cognitive domain are the form sound significance of Chinese characters, multiple sound/multiple meaning characters, the composition of Chinese characters, the composition of words, vocabulary type, the uses and functions of expletives, sentence structure, sentence interpretation, postpositional words and punctuation, the contents and themes of sentences, reading in meaning units, etc., and the elements of the affective domain are cultivation of desirable personality, formation of healthy value systems, the cultural region using Chinese characters, etc. Analysis in this study was focused mainly on the cognitive domain, and the elements of the affective domain and the contents and themes of sentences in the cognitive domain, which are related to the elements of the affective domain, were left for future research. When the elements above were analyzed, with regard to the form sound significance of Chinese characters, differences were observed in the order of arranging meanings and pronunciations. The word order of attributive determinative words + nouns is considered a notation with a ground and for learners` convenient reading. The composition of Chinese characters was covered mainly in the units of the front part but not in the rear part. The element is very effective in explaining the principle of Chinese character formation and motivating students` interest in Chinese character, but unfortunately, it was covered temporarily. In order to deliver knowledge of Chinese characters continuously, it is considered necessary to include adequate devices in each unit and to teach learners the four types of Chinese character composition repeatedly. With regard to the composition of words, we need devices for distinguishing vocabulary type and sentence structure clearly, and should be careful not to include sentences in the examples of word composition. It is considered desirable to limit words to nouns that can be combined with a particle. Because vocabulary is important to understand the habits of using words in daily life, it should be explained more carefully. Lastly, this analysis is meaningful in that it induces field teachers to consider contents included in the reading section and how to teach the contents. Furthermore, future research needs to analyze the affective domain, reading methods, and reading assessment and, moreover, to propose teaching-learning models for reading.

한자 습득이 중국어 읽기 학습 성취도에 미치는 효과 -대학교 1학년 중국어 독해 초급과정을 중심으로-

이계화,김세리 한국중국언어문화연구회 2008 한중언어문화연구 Vol.- No.17

In studying the Chinese language, it is more important than anything else to learn accurately Chinese characters that symbolize the Chinese language. If the major concern of the Chinese language education is to maximize the Chinese language capability of learners within the shortest period, the education of Chinese characters is a basic and difficult point of the Chinese language education. Reading is a linguistic function which can be approached most efficiently. This is because the learners are already seeing and reading the characters on opening books. Therefore, reading is an important linguistic function to be trained from the beginning stage of the Chinese language study. In this paper, through a survey of questionnaire, we propose that securing the ability of reading the Chinese language and the proficiency in that language is significantly dependent on the acquisition of Chinese characters. In addition, the result indicates that adopting the education of Chinese characters into the traditional reading class has a positive effect on the achievement level of learner’s performance in reading. Finally, admitting the limit of this study, more scrutinized analyses of the effects of acquisition of the Chinese characters on the vocabulary, grammatical structures, sentence comprehension, reading speed, etc. are suggested, as well as a study on how the acquisition of the Chinese characters may influence other linguistic functions when the teaching of Chinese characters is applied to the classes for listening, speaking and writing of the Chinese language.

한자속독 프로그램이 초등학생의 학습기술과 주의집중력 및 학교생활 적응에 미치는 영향

최정수(Choi, Jung Soo) 한국공공정책학회 2020 공공정책연구 Vol.27 No.1

초등교육환경에서 한자교육의 필요성이 다시 공감대를 얻고 있다. 한자 교육은 학습자들의 부족한 어휘력에 분명하고 명확한 개념을 형성시키고, 교과서 개념과 이해도 및 성취도 향상에 기여하기 때문이다(신승란, 2018; 남수극, 2010). 그리고 국어 어휘에서 차지하는 한자어의 비중이 높으며 한자의 표의성이 의미 전달에 용이하다는 점과 한자의 조어력이 우수하다는 점을 들어 한자 표기의 필요성도 제기되고 있다(민현식·이찬규·김왕규·정혜승·노명희·박진호·박재현·이준석, 2003). 그러나 2016년 초·중등학교에서 한자교육을 선택적으로 받도록 한 국어기본법의 위헌 확인 헌법소원이 각하되면서 2018년 교육부는 ‘교과용 도서 개발을 위한 편수자료’를 공지하면서 이전 정부에서 추지하였던 초등학교 교과서의 한자 병기 정책을 사실상 폐지하였다. 이에 따라 초등학교에서는 정규교과의 학습 시간에 한자교육을 명시적으로 수행하기 어렵게 되었으며, 한자 교육은 창의적 체험활동시간을 활용하여 학습할 수 있게 되었다. 학습과 교육은 본질적으로 학습자의 뇌기능에 의존하여 처리되고, 이 중 언어영역은 일반적으로 좌뇌에서 담당하고 있다고 여긴다. 그러나 한자는 표음문자와 달리 형상적인 특성을 갖추고 있고 독음과 글자의 의미를 포함하기 때문에 자형의 식별을 담당하는 우뇌의 가공 과정이 상당부분 필요하다(卫志强, 1992). 이러한 원리를 기초로 만든 한자속독법은 한자의 특수성과 속독의 원리를 활용하여 뇌생리학적 원리에 맞추어 개발된 교육법으로서 좌뇌와 우뇌가 활성화되며 집중력 강화와 독서능력이 향상된다. 그러므로 한자속독법은 한자의 특수성과 속독의 원리를 활용하여 뇌 생리학적 원리에 맞추어 개발된 과학적인 교육법이라 할 수 있다. 프로그램에 따라 훈련만 하면 올바른 인성의 바탕에서 좌뇌·우뇌 활동증진으로 두뇌가 계발되고 눈과 마음이 함께 훈련되므로 마음의 근육인 집중력이 강화되어 학업성취를 증가시킬 수 있다. 또한, 한자는 반복적인 훈련을 통하여 이미지로 쉽고 빠르게 습득, 장기 기억되고, 동시에 정확한 안구운동이 병행되므로 독서능력이 향상되는 효과를 기대할 수 있다. 즉, 한자속독법으로 학습기술과 집중력이 향상되며 이러한 변화가 학교생활 적응에도 긍정적인 영향을 미칠 것이다. 본 연구에서는 아동의 학교생활 적응은 학습기술의 향상이 정적영향력이 있다고 보았으며, 학습기술은 주의집중력이 향상될 때 같이 증가한다고 보았다. 어떤 일을 수행할 경우 성공과 실패를 결정짓는 데에 중요한 역할을 하는 것 중 하나가 주의집중력이다. 주의집중력이 높아 효율적으로 일을 처리하는 사람은 신속하고 정확하게 일을 끝맺을 수 있다. 반면 주의집중력이 낮은 사람은 일의 능률도 낮아지기 때문에 목표했던 일을 제시간에 끝내지 못하거나 끝낸다 하더라도 그 결과가 만족스럽지 못한 경우가 많다. 여느 경우와 마찬가지로 학습 역시 주의집중력에 영향을 크게 받는다. 또한, 학업성취에 영향을 주는 요인으로는 지능, 성격, 학습태도, 학교환경, 사회환경 등이 있으나 학습자의 노력으로 변화 시킬 수 있는 변인들은 거의 없다. 그러므로 학습자의 노력으로 변화시킬 수 있는 학습기술이 주목을 받기 시작하였다. 학습기술은 학생들이 학습을 효율적으로 수행하기 위해 적절한 학습방법이나 전략을 이용하는 능력이다. 즉, 구체적인 학습목표를 세워 꾸준히 공부하고, 학습 계획을 세워 규칙적으로 공부하며, 수업시간에 교사가 말하는 것을 집중하여 듣고 핵심 사항을 자신의 언어로 정리하여 필기하는 등 학습의 효율성을 높일 수 있는 다양한 방법들을 이용하는 능력을 말한다. 학습기술이 중요한 이유는 적절한 학습방법 및 전략을 이용하여 효율적으로 학습을 수행할 수 있기 때문이다. The need for Chinese character education is gaining consensus again in the elementary education environment. This is because Chinese character education forms clear and clear concepts for learners poor vocabulary and contributes to improving textbook concepts and understanding and achievement (Shin Seung-ran, 2018; South Pole, 2010). In addition, the need for writing Chinese characters is also being raised, citing the high proportion of Chinese characters in the Korean vocabulary, the ease of expression in Chinese characters, and the excellent articulation of Chinese characters (Min Hyun-sik, Lee Chan-gyu, Kim Wang-gyu, Jeong Hye-seung, Noh Myeong-hee, Park Jin-ho, Park Jae-hyun, Lee Jun-seok, 2003). Based on this principle, the Chinese character reading method was developed in accordance with the principles of cerebral physiology by utilizing the speciality of Chinese characters and the principle of rapid reading. The left and right brains are activated and concentration is strengthened and reading ability is improved. However, the Chinese character reading method is a scientific teaching method developed in accordance with the physiological principles of the brain by utilizing the specificity of Chinese characters and the principle of rapid reading. If you just train according to the program, your brain develops with left-brain, right-brain activities on the basis of the right personality, and your eyes and mind are trained together, so your concentration, which is the muscle of your mind, can be strengthened to increase your academic performance. In addition, Chinese characters can be acquired easily and quickly through repeated training, long-term memory, and accurate eye movements can be combined to improve reading skills. In other words, the Chinese character reading method will improve the ability to concentrate and this change will have a positive effect on the adaptation of school life.

2007년 개정 한문과(漢文科) 교육과정(敎育課程)의 읽기 영역 분석

윤재민 ( Jae Min Yoon ) 한국한자한문교육학회 2008 漢字 漢文敎育 Vol.21 No.-

This paper analyzed the contents of a `Reading` sphere of the Curriculum of Korean Classical Chinese Education as amended in 2007 on the basis of the explanation of the new junior high school`s curriculum of Korean Classical Chinese Education. The sphere of the amended curriculum of Korean classical Chinese education was divided into `Chinese Writing` and `Chinese Writing Knowledge`. `Reading`, together with `Understanding` and `Culture`, was decided as one of three mid-spheres in the amended curriculum of Korean classical Chinese education. `Reading` in the contents by sphere of the amended curriculum is stated as a type of `text + learning element`. So to speak, the amended curriculum is divided into three kinds-Chinese Short Sentence, Prose, and Chinese Poem-and the learning element for each of the three kinds is proposed in three, `Reading With Voice`, `Articulate Reading`, and `Proper Interpretation`. Among them, `Reading With Voice` was decided especially paying attention to the process of pronouncing in reading Chinese writing. The matter to be noted is that this `Reading with voice`, different from uttering phonetic language, basically has a character of pronouncing lateral language. `Articulate Reading` was decided especially paying attention to the process of Gudu(句讀) articulate reading in Chinese writing reading. It was common not to write Chinese writing leaving spaces between words but to write it without space between words. When we read a writing, however, we read it, appropriately dividing it in the unit of a phrase and a sentence, which is called Gudu(句讀). In originally `Gu(句)` indicates reading articulately by dividing between sentences and `Du(讀)` indicates by dividing between phrases. The term named Gudubeob(句讀法) that means how to use sentence marks in our country originates from this. `Proper Interpretation` was decided paying attention to the process of interpreting a Chinese writing, a classic composition written in literary style. Interpreting a Chinese writing in Korean may be one means of evaluating the degree of understanding of a Chinese writing. But, interpreting a Chinese writing in Korean, as one of processes of understanding a Chinese writing as such, may be a method of raising knowledge of a Chinese writing. The learning elements of `the amended curriculum` of `Reading`, that is, all of `Reading With Voice`. `Articulate Reading`, and `Proper Interpretation` are one special process for Chinese writing reading covering all the processes of Chinese writing reading. Because unless all the processes of Chinese writing reading are premised, these activities themselves can not be performed altogether. Also in view of all the processes of Chinese writing reading, it can be said that `Reading` sphere of the amended curriculum is only a special process of Chinese writing reading. Because, all the processes of Chinese writing reading includes `Understanding` and `Culture` sphere or their whole or most parts as well as `Reading` sphere of the amended curriculum. In addition, `Chinese writing knowledge` sphere of the amended curriculum can not be related to Chinese writing reading.

아동 중국어 읽기 교육과 교재에 관한 논의 -초등학생을 중심으로

김미순 ( Kim Mi-Soon ),김한나 ( Kim Han-Na ),양소연 ( Yang So-Yeon ) 한국외국어대학교 외국어교육연구소 2022 외국어교육연구 Vol.36 No.4

The study examines how Chinese reading education for elementary school students should be conducted. Based on this, the study investigated how many different reading materials for children are being published in Korea, and further investigated whether the current Chinese textbooks for children are suitable for the purpose of ‘reading for learning’ or ‘reading for pleasure’. The curriculum guiding elementary education does not include Chinese subjects. Therefore, in this paper, the theory of Chinese reading education, YCT, and elementary school English and Korean curriculum were studied to find out how Chinese education for elementary school students should be conducted. As a result of reviewing the current Chinese textbooks for children based on the study, currently there are only four Chinese reading materials for children. Among them, only one textbook had the composition of intensive reading or extended reading. Therefore, the study set this only textbook as a subject of the study and examined whether the book is suitable for the purpose of ‘reading for learning’ or ‘reading for pleasure’ for elementary school students through analysis of the topics, reading materials, and teaching and learning activities. The result showed there was a lot of room for improvement as a textbook for the purpose of learning, although the requirements for textbooks for the purpose of pleasure were generally satisfying. Developing children’s reading skill is very important in modern days where digital literacy is important. For this purpose, it is hoped that various reading materials that can achieve both purpose of ‘reading for learning’ and ‘reading for pleasure’ to be published.

중국어 읽기 능력 향상을 위한 과제 설계와 결과분석 - 초급 중국어 학습자의 낭독 묵독 능력 향상을 중심으로 -

장은영 ( Jang Eun-young ) 한국외국어대학교 외국어교육연구소 2017 외국어교육연구 Vol.31 No.2

In this study, we reviewed the results of performance of the primary level Chinese reading class after presenting related assignments to examine how primary level Chinese learners improve on recital reading and silent reading. In the Chinese reading (2) class, students were asked to perform the recording assignment once a week starting from the eighth class, and were asked to read the textbook, record it on a cell-phone and uploaded it to the e-Class. In addition to uploading recording assignments, students were also asked to evaluate recording assignments of other group members. As a result, the recording assignment enabled learners to improve their reading ability. It was also effective in improving learner`s confidence and learning efficiency. In addition, the mutual evaluation conducted during the recording assignment revealed a positive effect on encouragement of the learners` desire to learn, improvement of listening skills, and motivation to learn. However, a better effect may be expected if the instructor`s pronunciation correction is accompanied with mutual evaluation. In the Chinese reading (1) class, the assignment to improve the content understanding of the text was conducted. For 10 weeks, students were asked to write Chinese text and Korean interpretation on each weekly note, find the main subject and topic sentence in the text, and summarize contents of the text. Through the questionnaire conducted after the assignment, these assignments enabled learners to improve their Chinese language silent reading ability. Now, it was found that it would be helpful to concentrate vocabulary learning together.

한자학과 「한문 고전 읽기」 교육

양원석 ( Yang Won-seok ) 한국한문교육학회 2024 한문교육논집 Vol.62 No.0

본 연구는 한자학의 명칭과 개념 및 연구 내용과 방법에 대해 정리해 보고, 효과적인 한문 고전 교육을 위해 한자학을 활용하는 방안을 제시하고자 하였다. 특히 2022 개정고등학교 한문과 교육과정에서 신설한 「한문 고전 읽기」 과목에 주목하여 논의를 진행하였다. 2022 개정 한문과 교육과정에서 신설된 「한문 고전 읽기」 과목을 효과적이고 원활하게 교육하기 위한 방안 중 하나로, 본 연구자는 한문 고전을 연구 대상 텍스트로 삼고 있는 여러 학문 분야의 지식과 연구방법론이 동원될 필요가 있다는 점을 강조하였다. 예를 들면, 문학, 사학, 철학, 경학 등 「한문 고전 읽기」 과목을 구성할 때 글감을 제공할 수 있는 분야는 물론이고, 한자학, 문헌학, 디지털인문학 등 한문고전을 이해하거나 교육하는데 필요한 방법론을 제공할 수 있는 분야의 지식과 연구방법론을 활용할 필요가 있다는 것이다. 이 가운데 한자학에 주목하여, 한자학의 연구 내용과 방법을 「한문 고전 읽기」 과목의 교육을 위해 어떻게 활용할 수 있는지에 대한 의견을 제시해 보았다. 즉 한자 자원 에 대한 이해 및 이를 훈고에 활용하기, 한자문화학의 연구방법론을 활용한 ‘한자 문화 이야기’를 구성하고 활용하기 등을 그 방안으로 언급하였으며, 아울러 「한문 고전 읽기」교육 시행시 고려해야 할 ‘한문교육용 기초한자 1,800자’ 적용의 문제에 대한 의견도 제시하였다. This study proposes a plan to utilize the titles and concepts & research content and methods of Chinese Graphology for effective Classical Chinese education, but in particular, the discussion was conducted focusing on the 「Classical Chinese Reading」 subject newly established in the 2022 revised Classical Chinese curriculum. As one of the ways to effectively and smoothly educate the newly established 「Classical Chinese Reading」 subject, I emphasized the need to mobilize knowledge and research methodologies in various academic fields that use Classical Chinese as the subject text of research. For example, it is necessary to utilize knowledge and research methodologies in fields that can provide a material of writing when composing the 「Classical Chinese Reading」 subject, such as Literature, History, Philosophy, as well as in fields that can provide research methodology, such as Chinese Graphology, Philology, and Digital Humanities. Among them, this paper focused on Chinese Graphology, presented opinions on how these research contents and methods could be used for education in the 「Classical Chinese Reading」 subject. It suggested understanding Chinese character resources, using them for advice, and constructing and utilizing the ‘Stories of Chinese script culture’. It also presented opinions on the application of 1,800 basic Chinese characters for Classical Chinese education to be considered when implementing the 「Classical Chinese Reading」 education.

구조방정식 모형을 적용한 한문텍스트 이독성 기대 요인 분석과 공식 개발 기초 연구

김왕규,박상우 한국한자한문교육학회 2020 漢字 漢文敎育 Vol.48 No.-

Classical Chinese education that explore the education of Classical Chinese can be defined as language subjects that teach and learn the language of Classical Chinese. Classical Chinese education should be focused on reading education, and curriculum goals should be set primarily on the basis of improving Classical Chinese text reading ability. The development of readability formula for Classical Chinese text, which matches the linguistic characteristics of Classical Chinese and the text in Classical Chinese textbooks, is a timely task in setting the hierarchy of Classical Chinese reading education. The study aims to develop a highly descriptive readability formula by accommodating the limitations of readability formula for Classical Chinese text and the critical points of the site. In addition, unlike previous official studies on dyslexia, the government intends to find a way to complement the diaboxic formula by identifying the correlation between the overall expected factors. This study utilizes the 'Structure Equation Model (SEM)' in the traditional readability formula for Classical Chinese text research method. However, this report focuses on the analysis of questionnaire results for exploring the possibility of formal development based on text size, exploring the possibility of formula development according to the text size, and representing 1,800 basic Chinese characters for Classical Chinese character education, which are the core tasks of the formal development process for reading Classical Chinese text. The expected effects of this study are as follows. First, it is possible to lay the foundation for efficiently conducting Classical Chinese reading education by preparing appropriate text selection criteria for the learner level. Second, by identifying the interrelationships of expected factors affecting Classical Chinese reading through structural equation models, it will serve as the basis for the study of Classical Chinese reading. Third, the structural equation model will complement the existing Classical Chinese text readability formula to provide a visual representation of the detailed correlation between expected factors and text difficulty. 한문에 대한 교육을 탐색하는 한문과 교육은 한문이라는 언어를 가르치고 배우는 언어교과라고 정의내릴 수 있다. 한문교육은 읽기 교육에 집중되어야 하고, 교과목표는 일차적으로 한문 텍스트 읽기 능력 향상을 토대로 설정되어야 한다. 한문의 언어적 특성과 한문 교과서에 실린 텍스트의 특성에 맞는 한문 텍스트 이독성 공식 개발은 한문 읽기 교육 내용의 위계를 설정하는 데 시의적절 한 과제라 할 수 있다. 이 연구는 한문 텍스트 이독성 공식의 한계점과 현장의 비판점을 수용하여 설명력이 높은 이독성 공식을 개발하고자 한다. 또, 기존 이독성 공식 연구와는 달리 전체 기대 요인들 간의 상관관계를 파악하여 이독성 공식을 보완하는 방안을 강구하고자 한다. 이 연구는 기존의 한문 이독성 공식개발 연구 방법에 '구조방정식 모형(Structure Equation Model: SEM)'을 활용한다. 단, 여기서 는- 한문텍스트 이독-성 공식 개발 과징의 기초 과제인 한문교육-용 기초한자 1,800자 대표 훈•음, 텍스트 크기에 따른 공식 개발 가능성 탐색, 기대 요인 상호 관계 파악을 위한 설문 결과 분석을 중심으로 보고한다. 향후 예상되는 연구의 기대 효과는 다음과 같다. 첫째, 학습자 수준에 적절한 텍스트 선정 기준을 마련하여 한문 독해 교육을 효율적으로 수행할 수 있는 기반을 마련할 수 있다. 둘째, 한문 독해에 영향을 미치는 기대 요인 상호 관계를 구조방정식 모형을 통해 규명함으로써 한문 독해 연구의 토대로 작용할 것이다. 셋째, 구조방정식 모형을 통해 기존 한문 텍스트 이독성 공식을 보완함으로 써 기대 요인들과 텍스트 난도 간의 상세한 상관관계를 가시적으로 나타내 줄 수 있을 것이다.