日本 漢字敎育의 位相과 漢字敎育硏究의 動向

박세진 한국한문교육학회 2011 한문교육논집 Vol.37 No.-

日本에서 漢字는 가나(仮名)와 더불어 중요한 표기수단으로서 국어의 일부로 그 위상을 확립하고 있다. 일본어에서 漢字는 가장 중요한 요체이며 문장을 이루는 중요한 구성 요소이다. 따라서 日本의 漢字敎育은 국어의 일부로써 言語敎育이며 文字敎育이라 볼 수 있다. 이러한 日本의 漢字敎育은 學校敎育뿐만 아니라 일반 언어생활에서의 平生敎育으로 이어지고 있다. 학교에서는 교육과정인 학습지도요령을 기반으로 소·중·고 국어교과서에서 체계적으로 실시되고 있으며, 상용한자를 두어 각 학년 학년별 배당한자를 중심으로 나선적이며 반복적으로 학습되고 있다. 이처럼 일본에서의 한자교육은 언어생활에서 국어의 필수적인 사양으로 평생에 걸쳐 이루어지고 있다. 논고는 우선 일본 한자교육의 위상과 그 실제를 파악하기 위해 교육과정과 상용한자, 학교교육에서 한자교육의 현황을 살펴보고자 하였다. 최근에 일본의 한자교육의 기반이 되고 있는 교육과정인 학습지도요령과 상용한자에 관한 사항이 상당히 바뀌었다. 현행 교육 정책은 기존의 여유 있는 교육을 시정하고 기초학력을 중시하도록 바뀌었으며, 수업시수도 증가시켜 언어 능력을 육성하도록 강조하였다. 또한 정보화 시대의 변화에 상응하여 상용한자를 대폭 개정하였다. 기존의 상용한자 1945字에서 196字를 추가하고 5字를 제외시켜 총 191字가 늘어난 2136字를 상용한자로 재정립하였다. 학교교육에서는 새로운 학습지도요령을 기반으로 한자교육이 체계적으로 실시되고 있음을 알 수 있었다. 國語科 안에 漢字에 관한 사항을 따로 만들어 실시하고 있으며, 그 안에 상용한자(학년별 배당한자)에 관한 사항도 포함되어 있다. 개정된 학습지도요령에서의 특이사항은 학년별 配當漢字를 중심으로 한자 학습에 관한 내용에 다소 변화를 가져왔다는 점과, 고등학교 국어과목의 敎科名 체제도 상당히 바뀌었다는 점을 들 수 있다. 이렇듯 학습지도요령을 기반으로 학교교육에서 실시되고 있는 한자교육은 체계적으로 실시되고 있으며 교육정책의 변화로 더욱 국어 교육을 중시되고 있는 추세임을 알 수 있다. 다음은 현재 일본의 한자교육에 대한 연구가 어떻게 진행되고 있는지 漢字敎育硏究의 動向을 검토하고자 하였다. 일본의 言語敎育과 文字敎育으로써 한자교육에 관한 다양한 연구가 진행되었다. 본고에서는 1990년대 이후의 한자교육에 관한 연구를 몇 가지 영역으로 분류하여 살펴보았다. 특히 일본의 실정에 맞게 한자를 사용하고 있기 때문에 자국의 문자(仮名)와 관련하여 발생된 특유성으로 인한 한자교육에 관한 연구들이 다양하게 진행되고 있음을 알 수 있었다. 또한 한자를 쉽게 익히고 활용하는 방법에 대한 연구도 활발하게 논의되고 있는 실정이다. 이 연구는 일본 한자교육의 위상과 그 실제를 파악하기 위한 일환으로 교육과정과 학교교육에서의 한자교육의 실태를 살펴보고, 현재 일본의 한자교육에 대한 연구가 어떻게 진행되고 있는지 漢字敎育硏究의 動向을 검토함으로써 일본한자교육에 대한 시사점을 제공해 준다는 점에서 그 의의를 찾을 수 있겠다. In Japan, Chinese characters, along with Kana are establishing its position as part of Japanese as an important means of representation. In Japanese, Chinese characters are the most important substance and an important component forming sentences. Therefore, Chinese Character Education of Japan can be seen as Japanese education as part of Japanese and character education. This Chinese Character Education in Japan is leading to school education as well as lifelong education in general language life. Based on instructional tips, curriculum, it is systematically conducted in elementary· middle· high school Japanese textbook in schools and learned spirally and repeatedly focusing on Chinese Characters allocated by grade by determining commonly used Chinese characters. Like this, Chinese Character Education in Japan is an essential specification of Japanese in the language life and is being done throughout life. First of all, to identify the phase and reality of Chinese Character Education in Japan, this study attempted to examine the current status of Chinese Character Education in school education, commonly used Chinese characters, and curriculum. Recently, the matters on commonly used Chinese characters and instructional tips, education curriculum which becomes the foundation of the Chinese Character Education in Japan have significantly changed. Current education policy was changed to correct existing free education and value much of basic academic ability and emphasize to foster language ability by increasing the number of classes. Also, commonly used Chinese characters were significantly revised responding to the change in the Information Age. 2136 characters that total 191 characters are increased were reestablished as commonly used Chinese characters by adding 196 to existing commonly used Chinese characters 1945 characters and excluding 5 characters. It could be seen that Chinese Character Education is systematically performed in school education based on new instructional tips. The matters on Chinese Characters are separately made and conducted in the department of Japanese and the matters on commonly used Chinese characters(Chinese Characters allocated by grade) are included in it. Unique things in revised instructional tips are that the contents on Chinese Character learning around Chinese Characters allocated by grade were changed a little and subject name system of high school Japanese subject was considerably changed. As shown above, it can be seen that Chinese Character Education being conducted in school education based on instructional tips is being carried out systematically and Japanese education is being more emphasized due to the change of education policy. Next, this study attempted to review the trend in Chinese Character Education education to see how research on Chinese Character Education of Japan is going on at present. Various studies were conducted about Chinese Character Education as Japanese education and character education of Japan. This study examined the research on Chinese Character Education after 1990s by classifying it into several areas. It turned out that since in particular, Chinese Characters are used according to the state of Japan, the studies on Chinese Character Education due to uniqueness caused in connection with characters of their own countries are in progress variously. Also, the studies on how to learn and use Chinese Characters easily are discussed actively. The significance of this study can be found that it gives implications on Chinese Character Education in Japan by examining the reality of Chinese Character Education in school education and curriculum as part to identify the phase and reality of Japanese Chinese Character Education and by reviewing the trend Chinese Character Education research of how research on Chinese Character Education of Japan is going on at present.

중국 중등교육의 현황과 실제: 의흥지역 동파중학교, 배원중학교 사례를 중심으로

정영교(Yong Kyo Chung) 한양대학교 아태지역연구센터 2014 중소연구 Vol.38 No.1

Chinese education have not been the main subject in the process ofvarious discourse formation surrounding school education so far. It isbecause that scholors could not carry out active discussions about the presence and traits of Chinese school education in the perspective of microresearch. The reason is closely related to that Korean school education is fundamentally different from that of socialist Chinese educational system.Above all, that``s related to the fact that we did not pay attention to the Chinese education by regarding Chinese education is inferior to oureducation. However, China``s remarkable economic development and Chinese emerging status in global society are raising the international concern about the Chinese society. Especially, the more interest about the school education that has become intellectual background of such economic development can be viewed as a growing trend.In this paper, the author examine the presence and characteristics of theChinese school education on a arena scale, and pnt out the implication which Chinese school education can give to our school education. First ofall, I try to find answers for what is the educational principles in the field of Chinese secondary school, and how it is specially managed. Subsequently, I am trying to deal with the practical activities of Chinese secondary schoole ducation in terms of curriculum, teacher, lesson, and students(activity).Also I explore the core of the Chinese school education based on school field situation. Finally, I would like to review the implication of Chinese school education on Korean school education, and to extend our educational awareness horizon surrounding the school education.

중국이슬람 경당(經堂)교육의 형성과 전개

권상우 동아인문학회 2023 동아인문학 Vol.65 No.-

이 글에서는 중국이슬람 서원의 형성 배경과 전개 과정을 논하고자 한다. 이슬람은 메카에서 형성되어 이란, 중아아시아를 거쳐 중국에 전해졌다. 중국에 이슬람이 처음으로 전래된 것은 당대(唐代) 고종(高宗) 영휘(永徽) 때인 것으로 알려져 있다. 서역에서 유입된 무슬림이 중국에 정착하면서 그들의 종교와 풍습을 유지하면서 생활할 수 있었다. 이는 이슬람의 종교적 특성과 중국 정부의 개방적 정책이 있었기 때문이다. 그러나 이슬람이 명조(明朝)에서 청조(淸朝)로 전환하는 시기에 중국 문화에 적응하면서 중국적 이슬람으로 변모하였다. 중국이슬람이 형성하게 된 배경에는 여러 요인이 작용하였지만, 그중에서도 경당교육을 시행한 것이 중요한 요인이었다. 중국에서 경당교육은 이슬람 종교인을 양성하고자 하는 교육 기관일 뿐만이 아니라 중국 경전에 근거해서 이슬람을 번역하고 해석하는 기관이기도 하였다. 그래서 중국이슬람의 형성과 전개를 이해하기 위해서 경당교육에 대한 이해가 선행되어야 한다. 중국의 경당교육은 이슬람의 마드라사와 중국의 서원교육을 결합한 교육 기관이다. 그래서 경당교육은 중국적 ‘마스라사(madrasah)’ 또는 중국이슬람 ‘서원’으로 불렸다. 중국이슬람 경당교육은 아랍 문화와 중국 문화가 결합한 교육기관이기 때문에 오늘날 다문화사회에 기여할 바가 적지 않다. 그러나 한국 학계에서 경당교육에 관한 연구 성과를 찾아볼 수 없을 뿐만이 아니라 ‘경당(經堂)’이라는 용어조차도 생소하다. 논문에서는 우선 중국 역사에서 중국이슬람의 전개 과정과 경당교육이 등장한 배경을 논하였다. 그런 후에 경당교육의 연원을 이슬람의 마드라사와 중국의 사숙교육에 있음을 논하였다. 그리고 마지막으로 경당교육이 섬서성(陝西省)에서 시작하여 중국 전역으로 전파되면서 다양한 학파들이 등장하게 되는데, 논문에서는 섬서파(陝西派), 산동파(山東派), 운남파(雲南派)를 중심으로 경당교육의 전개 과정을 논하였다. In this paper, I would like to discuss the background and development process of the formation of Chinese Islamic Seowon. Islam was formed in Mecca and passed on to China via Iran and Central Asia. The first time Islam was introduced to China is known as the Tang(唐)Dynasty. Muslims from the West settled in China and were able to live while maintaining their religion and customs. This is due to the religious characteristics of Islam and the open policy of the Chinese government. However, during the transition from the Ming(明) Dynasty to the Qing(淸) Dynasty, Islam was transformed into Chinese Islam to adapt to Chinese culture. Several factors played a role in the background of the formation of Chinese Islam, but among them, the implementation of Jingdang(經堂) education was an important factor. In China, Jingdang education was not only an educational institution to cultivate Muslim religious people, but also an institution to translate and interpret Islam based on Chinese scriptures. Therefore, in order to understand the formation and development of Chinese Islam, an understanding of Jingdang education must be preceded. However, Jingdang education in China is an educational institution that combines Islamic madrasa and Chinese Shuyuan(書院) education. For this reason, Jingdang education is sometimes referred to as Chinese 'Masrasa' and Chinese Islam ‘Seowon’. Since Chinese Islamic Jingdang education is an educational institution that combines Arab and Chinese culture, there are many things to contribute to today's multicultural society. However, not only can research results on Jingdang education be found in Korean academia, but even the term “Jingdang” is unfamiliar. Therefore, the thesis first discusses the development process of Chinese Islam in Chinese history and the background of Jingdang education. After that, I would like to find the origin of Jingdang education in Madrasa of Islam and private education in China. Lastly, as Jingdang education begins in Shanxi(陝西省) and spreads throughout China, various schools emerge. In this paper, I would like to discuss the development process of Jingdang education, focusing on the Shaxi(陝西), Shandong(山東), and Yunnan(雲南) schools.

외국인(外國人)을 위한(爲限) 한국어교육(韓國語敎育)에 있어서의 한자교육(漢字敎育)

윤재민 ( Jae Min Yoon ) 한국한문교육학회 2012 한문교육논집 Vol.38 No.-

With Korean economic growth, Korean language education is gradually attracted by the world. Now, the necessity of Chinese characters education in Korean language education becomes a problem at hand for not only Korean people but also Korean language education for foreigners It seems that. among many difficulties foreigners feel and face in learning Korean, the most difficulty problem would be a problem of vocabulary, that is, a problem related to Chinese characters and Sino-Korean words. For example, if a foreign can read Korean but can`t read Chinese characters, he/she could not understand Korean sentences in which Korean and Chinese characters are mixed. Even if a foreign knows Chinese characters, if he/she reads Chinese characters in Chinese or Japanese pronunciation, it couldn`t be said he/she properly reads Korean. Also, in case there are words composed of the same Chinese characters, if a foreigner differently understands the meaning of the words, it also couldn`t be said that he/she properly understands Korean. Needless to say, it is easily expected that a foreigner belonging to cultural circle of Chinese characters can learn Chinese characters used in Korea more easily. Because there are many Chinese characters vocabularies together shared within the same cultural circle of Chinese characters. In view of this point, it would be necessary that teaching Chinese characters in Korean language education should be divided into two to some extent - 1) an education for foreigners belonging to cultural circle of Chinese characters and 2) an education for foreigners not belonging to cultural circle of Chinese characters. But, in respect of teaching foreigners Chinese characters in Korean language education, top priority should be given to Chinese characters education for foreigners not belonging to cultural circle of Chinese characters. Because, after this basic education is given, it is possible to take deep consideration of Chinese characters education for foreigners not belonging to cultural circle of Chinese characters, compared with the basic education. In this case, Chinese characters education for Korean could be utilized as a good exemplary example. Because, even in case of Koreans, there are so many Koreans who do not know Chinese characters vocabularies as well as Chinese characters in the same degree as the foreigners and the foreigners not belonging to cultural circle of Chinese characters. With regard to Korean words used as native language though they originated from Chinese characters, it would be no problem if we do not know the Chinese characters of such words. However, vocabularies that compose most of Korean words are Sino-Korean words that couldn`t be easily understood unless we don`t know Chinese characters. Of course, even if we know the meaning and pronunciation of Chinese characters, that does not mean we can automatically understand all words. This applies still more in words indicating abstract concepts, especially academic words. This is the very reason that an education in Chinese characters should be given for both Korean and foreigners. Similarly with Chinese characters education for Koreans, it is more required to give Chinese characters education in Korean language education for foreigners for the purpose of not only ordinary Korean words but teaching them Korean high-ranking culture and academic language.

2010년 이후 일본 한문교육의 방향과 한문교육연구의 현황

송호빈 한국한문고전학회 2022 漢文古典硏究 Vol.44 No.1

The current status of Japanese Chinese characters and Chinese character culture and school education surrounding it becomes a valuable filter and reference for looking back on our language life and finding a way for our Chinese character education to move forward. In 2010, Japan enacted “New Common-use Chinese characters(kanji) in Japan” for the first time in 29 years and revised its learning guidance guidelines along with large-scale educational reforms, marking a major change in language and character life and Chinese character education. This paper is a follow-up to my 2011 review of the achievements and trends of Chinese character education research in Japan from 1945 to around 2010, and reports the direction of Japanese Chinese character education and the current status of Chinese character education research for about 10 years since 2010. This paper conducted the following research. ① The social, cultural, and educational background of the implementation of “New Common-use Chinese characters(kanji) in Japan”, which was not covered in previous studies or was insufficient to discuss, and the contents of the revised 2017-18 study guidelines centered on Chinese characters were analyzed. ② The direction, purpose, and characteristics of Chinese character education according to the new curriculum were examined, focusing on Chinese character in high school, and the trends, contents, and problems of Chinese character exams recently held in college entrance exams were reviewed. ③ The achievements related to Chinese character education in a representative Chinese character education magazine 新しい漢字漢文教育 were organized by area and subject, and based on them, the current status and characteristics of recent Japanese Chinese character education research and class cases were examined. The Chinese literature world in East Asia is by no means homogeneous. It is necessary to keep this in mind and use it in Chinese character education and its research. The differences between us make it possible to better understand the diversity and characteristics and location of the East Asian Chinese literature world, and the similarities or similarities can be immediately referred to in reflecting on and improving our policies and sites. In the future, I will report to the academic community the current status of Japanese Chinese character education and its research every 10 years, and at the same time, I would like to examine each of the three areas described in this paper in depth. 일본의 한자・한문 문화와 그것을 둘러싼 학교교육의 현황은 우리의 언어생활을 돌아보고 우리의 한문교육이 나아갈 길을 모색하는 데 소중한 필터와 레퍼런스가 된다. 2010년 일본은 29년 만에 新常用漢字를 제정하고 대규모 교육개혁과 함께 학습지도요령을 개정하여, 언어・문자 생활과 한문교육에서 큰 변화를 맞았다. 본고는 필자가 2011년, 1945년 이후 2010년경까지 일본에서 나온 한문교육연구의 성과와 그 경향을 살펴보았던 작업의 후속으로, 2010년 무렵 이후 약 10년 간 일본 한문교육의 방향과 한문교육연구의 현황을 보고한 것이다. 본고가 수행한 연구의 얼개는 다음과 같다. ① 선행 연구들에서 다루지 않았거나 논의가 미진했던 신상용한자 시행의 사회・문화・교육적 배경과 한문을 중심으로 2017~2018년 개정 학습지도요령의 내용을 분석하였다. ② 새로운 교육과정에 의한 한문교육의 방향・목적・특징 등을 고등학교 한문을 중심으로 살펴보았으며 아울러 최근 대학 입시에서 치러진 한문시험의 경향・내용・문제점 등을 검토하였다. ③ 대표적인 한문교육 전문 학술지인 新しい漢字漢文教育(새로운 한자한문교육) 에 실린 한문교육 관련 성과들을 영역 및 주제별로 정리하고, 그것을 바탕으로 최근 일본 한문교육연구 및 수업사례의 현황과 특징을 일별하였다. 동아시아의 한문 세계는 균질하지 않다. 한문교육과 그 연구에서도 이 점을 유념하고 활용할 필요가 있다. 우리와 다른 점은 동아시아 한문 세계의 다양성과 우리의 특질 및 위치를 보다 분명히 파악할 수 있도록 하며, 우리와 비슷하거나 같은 점은 우리의 정책과 현장을 반성하고 개선하는 데 바로 참고할 수 있다. 필자는 앞으로도 약 10년 단위로 일본 한문교육과 그 연구의 현황을 학계에 보고하며 필요에 따라 본고에서 서술한 각 장절의 주제들을 보다 자세히 살펴보고자 한다.

外國人을 위한 韓國語 敎育에 있어서의 漢字 敎育

윤재민 한국한문교육학회 2012 한문교육논집 Vol.38 No.-

With Korean economic growth, Korean language education is gradually attracted by the world. Now, the necessity of Chinese characters education in Korean language education becomes a problem at hand for not only Korean people but also Korean language education for foreigners It seems that. among many difficulties foreigners feel and face in learning Korean, the most difficulty problem would be a problem of vocabulary, that is, a problem related to Chinese characters and Sino-Korean words. For example, if a foreign can read Korean but can't read Chinese characters, he/she could not understand Korean sentences in which Korean and Chinese characters are mixed. Even if a foreign knows Chinese characters, if he/she reads Chinese characters in Chinese or Japanese pronunciation, it couldn't be said he/she properly reads Korean. Also, in case there are words composed of the same Chinese characters, if a foreigner differently understands the meaning of the words, it also couldn't be said that he/she properly understands Korean. Needless to say, it is easily expected that a foreigner belonging to cultural circle of Chinese characters can learn Chinese characters used in Korea more easily. Because there are many Chinese characters vocabularies together shared within the same cultural circle of Chinese characters. In view of this point, it would be necessary that teaching Chinese characters in Korean language education should be divided into two to some extent - 1) an education for foreigners belonging to cultural circle of Chinese characters and 2) an education for foreigners not belonging to cultural circle of Chinese characters. But, in respect of teaching foreigners Chinese characters in Korean language education, top priority should be given to Chinese characters education for foreigners not belonging to cultural circle of Chinese characters. Because, after this basic education is given, it is possible to take deep consideration of Chinese characters education for foreigners not belonging to cultural circle of Chinese characters, compared with the basic education. In this case, Chinese characters education for Korean could be utilized as a good exemplary example. Because, even in case of Koreans, there are so many Koreans who do not know Chinese characters vocabularies as well as Chinese characters in the same degree as the foreigners and the foreigners not belonging to cultural circle of Chinese characters. With regard to Korean words used as native language though they originated from Chinese characters, it would be no problem if we do not know the Chinese characters of such words. However, vocabularies that compose most of Korean words are Sino-Korean words that couldn't be easily understood unless we don't know Chinese characters. Of course, even if we know the meaning and pronunciation of Chinese characters, that does not mean we can automatically understand all words. This applies still more in words indicating abstract concepts, especially academic words. This is the very reason that an education in Chinese characters should be given for both Korean and foreigners. Similarly with Chinese characters education for Koreans, it is more required to give Chinese characters education in Korean language education for foreigners for the purpose of not only ordinary Korean words but teaching them Korean high-ranking culture and academic language. 한국의 경제적 성장과 함께 한국어 교육 또한 갈수록 세계의 관심을 끌고 있다. 한국어 교육에서 漢字 敎育의 필요성은 이제 한국인을 위해서만이 아니라 외국인을 위한 한국어 교육에서도 절실한 문제가 되고 있다. 한국어를 배우는 외국인이 느끼는 어려움이 여러 가지가 있겠지만 그 가운데서도 어휘의 문제 하면 바로 漢字, 漢字語 문제가 아닐까 한다. 가령, 한글로 표기된 한국어만을 읽을 줄 알고 한자를 읽을 줄 모르는 외국인이라면 한글과 漢字가 混用된 한국어 문장은 이해할 수 없을 것이다. 漢字를 아는 외국인이라도 그 漢字를 중국어나 일본어 발음으로 읽는다면 한국어를 제대로 읽는다고 하기 곤란할 것이다. 또한 똑같이 漢字로 이루어진 단어라 하더라도 그 단어가 가지는 의미를 다르게 이해한다면 이 또한 한국어를 제대로 이해했다고 하기 어렵다. 물론 漢字文化圈에 속하는 외국인이 아무래도 한국의 漢字語들을 보다 쉽게 익힐 것임은 예상하기 어렵지 않다. 같은 한자문화권으로서 서로 같이 공유하는 漢字 語彙들이 적지 않기 때문이다. 이 점에서 한국어 교육에서의 漢字 敎育 문제는 한자문화권에 속하는 외국인을 위한 것과 한자문화권에 속하지 않는 외국인을 위한 것이 일정하게 구별되어야 할 것이다. 그러나 외국인을 위한 한국어 교육에서의 漢字 敎育 하면 한자문화권에 속하지 않는 외국인을 위한 漢字 敎育을 최우선적으로 고려해야 할 것이다. 바로 이 基礎가 먼저 확립된 다음에 한자문화권에 속하는 외국인을 위한 漢字 敎育도 이 기초와의 비교 아래 보다 면밀한 고려가 이루어질 수 있을 것이기 때문이다. 한국인을 위한 漢字 敎育이 이 때 좋은 귀감으로 활용될 수도 있을 것이다. 漢字는 말할 것도 없고 한국어의 漢字 語彙 중에는 한국인이라고 해도 한자문화권에 속하지 않는 외국인 및 한자문화권에 속하는 외국인과 다를 바 없는 경우가 적지 않기 때문이다. 한국어 중에서 漢字語에서 유래하였지만 固有語로 쓰이는 단어들은 굳이 漢字를 몰라도 괜찮을 것이다. 그러나 한국어의 대다수를 차지하는 어휘는 漢字를 앎으로써 보다 쉽게 이해할 수 있는 漢字語들이다. 물론 漢字의 음과 뜻을 안다고 해서 모든 단어가 저절로 이해되는 것만은 아니다. 추상적인 개념을 나타내는 용어, 특히 학문 용어의 경우는 더욱 그렇다. 한국인을 위해서든 외국인을 위해서든 漢字 敎育이 필요한 이유가 여기에 있다. 한국인을 위한 漢字 敎育과 마찬가지로 외국인을 위한 한국어 교육에서 漢字 敎育이 단순한 한국의 일상어 교육을 위해서보다는 한국의 수준 높은 문화 및 학문 전공 언어 교육을 위해서 더욱 필요한 이유 또한 여기에 있다.

최근 中國 歷史敎科書의 國定化와 大學의 歷史敎育

우성민 중국사학회 2023 中國史硏究 Vol.- No.146

On October 31, 2019, the Chinese Ministry of Education released a notice on the "Survey and Statistics of the Textbooks of Elementary/Middle/High Schools and Universities Across the Country." The notice was issued by the General Office of the National Textbook Committee of the Textbook Bureau, Ministry of Education. The office was established when the Chinese government started to nationalize history, ideology and politics, and language and literature textbooks as Xi Jinping entered his second term, showing that the scope of textbook nationalization is expanding beyond elementary and middle schools to include universities. In fact, in December 2016, President Xi Jinping called for "strengthening the education of the history of the Chinese Communist Party (CCP)" in his speech to the Chinese Universities' Congress on Ideological and Political Work. In March 2017, Song Yongzhong, the Party Secretary of Nanjing Normal University, argued that "Universities must offer a compulsory history course." As a result, the Central Propaganda Department of the CCP and the Ministry of Education, in December 2020, distributed "The Guidelines on Ideology and Politics Education in the New Era," which requested the combination of the history education curricula of middle/high schools and "The Outline of Modern Chinese History," a compulsory liberal arts course offered by universities in China. The guidelines stated that it will become mandatory for freshmen who enter university in the fall of 2021 to take one of the courses on "History of the CCP," "History of New China," “History of Reform and Opening," and "Development of Socialism." It shows that China's history education in the ideology and politics subject has been strengthened, starting from "Socialism With Chinese Characteristics in the New Era," which refers to Xi's presidency. The problem is that the Chinese Ministry of Education has stated that the reason for strengthening history teaching in the ideology and politics course is to fully implement the socialist ideas with Chinese characteristic in the New Era, which are promoted by Xi Jinping, and the spirit of the 19th congress and the educational policy of the CCP. The Ministry has also asserted that teachers of ideology and politics must make good use of the national "standard textbooks." In particular, the "standard textbooks," which call for "prospering Chinese scholarship, advancing Chinese theories, and spreading Chinese ideas," and reflect Xi Jinping's ideas of Socialism With Chinese Characteristics in the New Era, emphasize Marxist Sinicization and ethnic Chinese style. Thus, it is likely that Sino-centric expansionism will be strengthened among not only elementary/middle/high school students but also college students. Since the recent release of "China's Education Modernization Plan Towards 2035," it has been stressed that education is part of the grand plan of the CCP and the state, and that well-run higher education has a direct impact on the development and future of the state. Therefore, it is necessary to continuously understand and analyze the characteristics of and changes in history education at Chinese universities.

중국 중등교육의 현황과 실제: 의흥지역 동파중학교, 배원중학교 사례를 중심으로

정용교 한양대학교 아태지역연구센터 2014 중소연구 Vol.38 No.1

Chinese education have not been the main subject in the process ofvarious discourse formation surrounding school education so far. It isbecause that scholors could not carry out active discussions about the presence and traits of Chinese school education in the perspective of microresearch. The reason is closely related to that Korean school education is fundamentally different from that of socialist Chinese educational system. Above all, that's related to the fact that we did not pay attention to the Chinese education by regarding Chinese education is inferior to oureducation. However, China’s remarkable economic development and Chinese emerging status in global society are raising the international concern about the Chinese society. Especially, the more interest about the school education that has become intellectual background of such economic development can be viewed as a growing trend. In this paper, the author examine the presence and characteristics of theChinese school education on a arena scale, and point out the implication which Chinese school education can give to our school education. First ofall, I try to find answers for what is the educational principles in the field of Chinese secondary school, and how it is specially managed. Subsequently, I am trying to deal with the practical activities of Chinese secondary school education in terms of curriculum, teacher, lesson, and students(activity). Also I explore the core of the Chinese school education based on school field situation. Finally, I would like to review the implication of Chinese school education on Korean school education, and to extend our educational awareness horizon surrounding the school education. 학교교육을 둘러싼 다양한 담론형성 과정에서 중국교육은 그 동안 우리의 주목대상이 되지 못했다. 현장 학교교육을 둘러싼 미시적 차원에서 중국교육의 특징에대한 논의를 잘 찾을 수 없으며, 특히 학교현장을 둘러싼 중국교육에 대한 연구가거의 이루어지지 않았다. 그것은 우리의 교육형태와 근본적으로 상이한 사회주의적 교육을 실시한다는 사실에서 찾을 수 있고, 무엇보다 중국교육을 우리보다 후진교육으로 바라보고 교육적 관심을 갖지 않았다는데서 연유하는 것으로 볼 수 있다. 최근 중국경제의 괄목할만한 성장과 그에 따른 국제사회적 위상이 커지면서 중국사회에 대한 관심이 한층 고조되고 있으며, 또 그런 경제사회적 성장의 지적 배경이 될 수 있는 학교교육에 대한 관심도 더욱 높아지는 추세로 볼 수 있다. 이 글은 중국교육의 특징에 초점을 맞추어 현장학교 교육에서 나타날 수 있는그대로의 모습을 드러내고, 우리의 학교교육에 줄 수 있는 시사점을 정리하는 데연구목적을 둔다. 이를 위해 이 글은 첫째, 현장의 중국 중등학교는 어떤 교육적원리에 의해 진행되고, 또 어떻게 운영되는지에 대해 전체적 시각으로 검토한다. 둘째, 이를 토대로 현장학교에서 이루어지는 중국교육의 실태를 교육과정, 교사,수업, 학생(활동) 등의 학교교육의 핵심준거틀에 입각해 그 구체적 모습을 드러낸다. 이런 준거틀에 의한 분석은 중국 학교교육의 있는 그대로의 모습을 밝히는 데핵심내용을 구성하기 때문이다. 셋째, 중국교육에 대한 논의를 바탕으로 할 때 중국교육이 우리의 학교교육에 줄 수 있는 시사점은 어떤 것이 있을지에 대해 논의하여 우리의 교육적 인식지평을 넓히고자 한다.

중국어 탄뎀교육 시론

정윤철 ( Yun-chul Jung ),김아영 ( Ah-young Kim ),백지훈 ( Ji-hun Back ) 한국외국어대학교 중국연구소 2016 中國硏究 Vol.67 No.-

This paper proposes Tandem education as a new methodology that conforms with the new educational paradigm and maximizes educational effects while exploring the current status of Tandem education in Chinese language and its improvement. Since Tandem education in Chinese language is still in its infancy, its effectiveness on education will need further verification. However, considering the results to date, it has shown a significant effect in core areas of Chinese education including Chinese learning and Chinese culture. As the aforementioned effects show, self-directing learning and reciprocal learning, which are the goals of Tandem education, can be effective methods in Chinese education. Nevertheless, it faces quite a few challenges ahead: establishing a system for Chinese Tandem education, enhancing self-directing ability, and developing teaching materials and teaching methods to establish a solid foundation as an effective methodology. In this respect, this paper suggests the following measures in order to vitalize Chinese Tandem education: developing an integrated education model for curricular and non-curricular Tandem education, improving teaching methods, and establishing a platform for Chinese Tandem education. To invigorate Chinese Tandem education, various environmental supports, including administrative and financial aids from each university, curriculum reform, professional manpower training, and cooperation with related organizations should also be implemented. However, since the educational effects of Tandem education have already been confirmed, it is essential for scholars and educators in Chinese language education circles to draw up measures which can be useful in the field and to develop Chinese education in Korea. In this light, this study hopes to contribute to broadening the further discussion.

한문과 교육과정의 過去와 未來 -한문과 持續可能目標 範疇 선정-

김왕규 한국한문교육학회 2020 한문교육논집 Vol.54 No.-

The purpose of this article is to select the category of sustainability targets for Classical Chinese education as a preliminary work to design the future of the Classical Chinese education curriculum. To achieve this goal, the 1st~2015 revised Classical Chinese education curriculum documents were analyzed, and the core Classical Chinese educational contents were summarized and compared with the curriculum goals. The core content and goals of the subject are closely related to the so-called sign of Classical Chinese education. By analyzing learner's questionnaire response data for the Classical Chinese education, the sign, necessity, and educational content of the Classical Chinese education were analyzed and reviewed. Also, based on discussions on the core content, goals, signs, needs, and educational content of the subject, the core competencies and curriculum competencies were referenced, and Sustainability Target Category Selection of Classical Chinese education were plotted. Two were suggested as future tasks. It is to describe Classical Chinese educational sustainability target items through surveys various classes of education consumers 이 글은 목적은 한문과 교육과정의 미래를 설계하기 위한 예비 작업의 일환으로 한문과 교육의 지속가능목표 범주 선정에 있다. 이 목적을 달성하기 위해 1차∼2015 개정 한문과 교육과정 문건을 분석하여 한문과 핵심 교육 내용을 정리하였고, 이를 교과 목표와 비교하였다. 교과의 핵심 내용과 목표는 이른바 한문과의 ‘標識’와 밀접한 관련이 있다. 한문과의 표지, 한문과 교육의 필요성, 한문과 교육 내용에 대한 학습자들의 설문 반응 자료를 분석하여, 한문과 교육의 지속가능목표 범주 설정 기초 작업을 수행하였다. 그리고 한문과의 핵심 내용, 목표, 표지, 필요성, 교육 내용 등의 논의에 기반하고, 총론의 핵심 역량과 한문과의 교과 역량을 참조하여, 한문과 지속가능목표 범주를 도식화하였다. 향후 과제로 2가지를 제시하였다. 다양한 계층의 교육 수요자로부터의 확장된 설문 조사를 시행하고, 이를 바탕으로 한문과 지속가능목표의 구체적 항목을 선정, 기술하는 것이다.