기조 발표(基調 發表) : 한국(韓國)의 한문과(漢文科) 교육과정(敎育課程)

윤재민 ( Jae Min Yoon ) 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.26 No.-

韓國에서 漢文이 獨立敎科로 敎授되기 始作한 것은 1972年 2學期 以後 中·高等學校에서이다. 그 以前에는, 初·中·高等學校 共히 漢文이 國語 敎育의 一部로서 部分的으로 敎授되거나 아예 敎授되지 못하기도 하였다. 1945年 解放 以後 韓國의 公式的인 制度敎育 內 敎育課程의 制定은 美軍政廳에 依해서 이루어졌다. 漢字 敎育과 關聯하여 美軍政廳이 最初로 시행한 조처는, 軍政廳 學務局의 ``暫定的 國語 敎育의 臨時措處``로부터라고 할 수 있다. 곧 이 조처는 初等學校 國語敎科書에서 漢字와 國文의 混用 또는 欄外 倂記를 部分的으로 許容함으로써 初等學校에서 漢字 敎育이 一定하게 施行되도록 하였다. 한편 美軍政廳 編修局이 1947년 9월 1일 제정 시행한 ``敎授 要目``은 中·高等學校에서 國語科의 補充 敎材의 形式으로 漢文 科目을 選擇할 수 있도록 하였다. 이후 1951년에 문교부는 戰時 학습방침을 수립하면서 漢字 敎育과 관련하여 劃期的이라고 할 수 있는 정책을 마련한다. 곧 이 해 9월 漢字·漢文 敎育史上 최초로 ``常用一千字表``를 제정 공포한 것이 그것이다. 이 常用漢字 1,000자는 이후 1957년 11월에 제정한 ``임시제한한자 1,300자`` 및 1972년 8월에 제정하고 2000년 12월에 이를 다시 調整 公布한 ``중·고등학교 한문교육용 기초한자 1,800자``의 선구가 되는 것이다. 1955年 8月 1日 告示된 第1次 敎育課程에서는 初等學校의 境遇에 漢字 敎育에 對한 明示的 規定을 별도로 두지 않았지만, 漢字 敎育이 如前히 施行되고 있었다. 中學校의 境遇에는 國語科 敎育課程아래에 ``漢字 및 漢字語 學習``에 대한 규정을 별도로 두어 漢字·漢文 敎育이 독립된 교과서를 갖는 하나의 과목으로 敎授될 근거를 마련해 놓았다. 高等學校의 境遇에는 역시 國語科 敎育課程아래에 ``漢字 및 漢文 指導`` 규정을 두어 選擇敎科 國語(2)의 한 領域으로 ``漢文`` 과목을 設定하였다. 1963年 2月 15日에 告示된 第2次 敎育課程에서는 初等學校의 境遇에 國語科 4學年 學年目標에 漢字 關聯 規定을 명시적으로 두어 한자 교육을 보다 강화하였다. 중·고등학교의 경우에는 제1차 교육과정에서와 마찬가지로 國語科 敎育 課程 속에 관련 규정을 그대로 두되, 漢字·漢文 敎育을 보다 강화하였다. 가령, 고등학교의 경우 ``國語Ⅰ``에서의 漢字 敎育 以外에도, 人文系 課程의 境遇 國語 Ⅱ의 한 科目으로 18單位(文法⑷, 漢文⑹, 古典⑷, 作文⑷) 가운데 漢文 6單位, 職業系 課程의 境遇 漢文 6單位를 履修하게 하였다. 그러나 1969年 9月 4日 改定되어 1970年1學期부터 施行된 敎育課程 部分 改定에서는 初等學校와 中學校의 國語 및 高等學校의 國語Ⅰ의 敎育課程에서 漢字 및 漢文 關聯 條項을 削除하여 漢字, 漢文 敎育을 아예 廢止하고 말았다. 다만 人文系 高等學校 國語Ⅱ에 있는 漢文의 境遇에만 單位數를 6單位에서 8單位로 增加시켜 존속시켰을 뿐이다. 中·高等學校에서 漢文 敎育이 復活한 것은 1972年 2月 28日 告示되고 이 해 2學期부터 施行된 敎育法 施行令에 依해서다. 이 施行令에 依하여 中·高等學校에 漢文 敎科가 獨立 新設되어, 이 해 2學期부터 漢文이 獨立 敎科로서 公式的으로 敎授되기 始作하였다. 中·高等學校 各900字씩 ``漢文敎育用 基礎漢字`` 1,800字를 制定하여 公布한 것도 바로 이 무렵인 1972年 8月 16日의 일이다. 1973年 8月 31日에 告示된 第3次 敎育課程에서부터 第5次 敎育課程에 이르기까지는 中·高等學校에서 漢文이 獨立 敎科로서 사실상 必修科目으로 施行 된 時期이다. 곧 中學校 漢文은 1, 2, 3學年 各其 週當1時間씩 必修 科目으로 敎授되었다. 高等學校의 境遇에는 漢文Ⅰ은 共通必修 또는 必修選擇, 漢文Ⅱ는 人文系 必修(但, 3, 4次 敎育課程에서는 課程別 必修, 5次 敎育課程에서는 課程別 選擇)로 亦是 사실상 必修 科目으로 敎授되었다. 1992年 6月 30日 告示되고 1995年부터 施行된 第6次 敎育課程 以後 漢文 敎科는 中·高等學校 共히 必須科目에서 選擇科目으로 轉落했다. 곧 第6次 敎育課程에서는 中學校 漢文이 選擇 科目으로 되었고, 高等學校 漢文Ⅰ, 漢文Ⅱ가 課程別 必修科目으로 바뀌었다. 高等學校의 課程別 必修 科目이란 市·道 敎育廳이 選擇해야 該當 敎育廳 所屬 學生들이 履修하는 選擇 科目이다. 結局 第6次 敎育課程에서는 漢文 敎科가 中·高等學校 共히 選擇科目으로 된 셈이다. 한편, 이 第6次 敎育課程에서 特記할 事項은 初等學校 漢字 敎育과 關聯한 條項을 添附하였다는 것이다. 곧 初等學校에 ``學校 裁量 時間``을 新設하면서, 이 時間에 活用할 수 있는 敎育 活動으로 漢字를 몇몇 다른 科目들과 함께 例示함으로써 制限的이나마 漢字 敎育이 可能하도록 하였던 것이다. 1997年 12月 30日 告示되고 2001年부터 施行된 第7次 敎育課程에서는 中學校 漢文이 敎科 裁量 活動 時間에 學習해야 할 選擇科目으로 되었고, 高等學校 漢文이 2, 3學年 選擇科目으로서, 一般選擇 科目群에 漢文⑹, 深化選擇 科目群에 漢文古典⑹으로 開設되었다. 2007年 改定 敎育課程에서는 中學校 漢文이 敎科 裁量 活動 時間에 學習해 야 할 選擇科目으로 되었고, 高等學校 漢文이 2, 3學年 選擇科目으로서 普通 敎科 敎養 科目群(漢文, 敎養科目群)에 漢文I⑹, 漢文Ⅱ⑹로 開設되었다. 그러나 2007年 改定 敎育課程은 얼마 施行해 보기도 전에 2009年 改定 敎育課程으로 다시 再改定되었는바, 이에 따르면 中學校 漢文은 選擇科目群의 하나로 되었고, 高等學校 漢文은 普通 敎科의 生活·敎養 敎科群에 漢文I(5), 漢文 Ⅱ(5)로 開設되어 있다. 한편 2009年 改定 敎育課程에서 特記할 事項은 初等學校 漢字 敎育과 關聯한 條項을 다시 添附하였다는 것이다. 곧 初等學校에서 漢字敎育을 關聯敎科(群)와 創意的 體驗活動 時間을 活用하여 指導할 수 있도록 하고, 또 學校 級別 共通事項으로 提示된 凡敎科 學習 主題 中의 하나에 漢字敎育을 包含시켜서 敎育할 수 있도록 한 것이다. In Korea, Korean Classical Chinese began to be instructed as the independent subject after the second semester, 1972 in middle·high schools. Before that, in elementary·middle·high schools, Korean Classical Chinese was instructed as part of the Korean Language or never instructed. After liberation in 1945, in the formal institutional education of Korea, the establishment of the curriculum was done by U.S. Military Government Office. In relation to Chinese Character education, the first measure by the Office was the temporary one of Korean Language education lead by the Education & Management Bureau. Through such a measure, in the elementary Korean Language textbooks, Chinese Character and the Korean alphabet`s mingling or combined recording in the margin was partially accepted so intended to implement Chinese Character education constantly in the elementary school. In the mean time, through ``Instruction Program`` enforced by the Textbook Compilation Bureau, U.S. Military Government Office on the 1st, Sep. 1947, in the middle·high schools, it came to be possible to select Korean Classical Chinese subject as the form of the complementary teaching material for Korean Language class. In 1951, the Ministry of Culture & Education established the wartime learning policy and prepared the epoch making policy on Chinese Character education. In other words, on September of the year firstly on the history of Chinese characters & Classical Chinese education, it promulgated ``The Table of One Thousand Letters in Common Use``. Such one thousand Chinese Characters in common use were the initiative of ``1, 300 Chinese Characters Tentatively Limited`` enacted on Nov. 1957 and ``Basic 1,800 Chinese Characters for Middle·High School Education`` enacted on Aug. 1972 and adjusted on Dec. 2000. In the 1st Curriculum notified on the 1st, Aug. 1955. There was no explicit provision on Chinese Character educationin the elementary school but it was still enforced. In case of middle school, through preparing a provision on the ``Chinese Character & Chinese Word Learning`` under Korean Language curriculum, it made a foundation for Chinese characters & Classical Chinese education to be instructed as the subject having an independent textbook. In case of high school, a provision was a prepared on ``Chinese characters & Classical Chinese Instruction`` also under Korean Language curriculum so set ``Korean Classical Chinese`` as the area of the selective subject of Korean Language(2). In the 2nd Curriculum notified on 15th, Feb. 1963, a provision was prepared explicitly on Chinese Character as the aim of the Korean Language class in the 4th grade of the elementary school so Chinese Character education was more intensified. In case of the middle·high schools, like the 1st Curriculum, the related provision was maintained in the Korean Language curriculum but Chinese characters & Classical Chinese education was even more strengthened. For example, in case of high school in addition to Chinese Character education under Korean LanguageⅠ, among 18 units(grammar(4), Korean Classical Chinese(6), classics(4), composition(4)), six units of Korean Classical Chinese was completed as the subject of Korean Language Ⅱ in the general course and six units of Korean Classical Chinese in the vocational course. However, through the partial amendment of the curriculum revised on 4th, Sep. 1969 and enforced from the 1st semester in 1970, in the curriculums of Korean Language for elementary and middle schools and of Korean LanguageⅠ for high school, a provision on Chinese characters & Classical Chinese education was omitted so its education was eventually abolished. Only in case of Korean Language Ⅱ for the general course of high school, the number of units of Korean Classical Chinese increased from 6 to 8 units so it was continued. In the middle·high schools, the recovery of Korean Classical Chinese education was done by the Enforcement Ordinance of the Educational Law notified on 28th, Feb. 1972 and enforced from the 2nd semester of the year. By such an Ordinance, in the middle·high schools, Korean Classical Chinese subject was newly and independently established and it began to be instructed formally as the independent subject from the 2nd semester of the year. Also, on 16th. Aug. 1972, ``1,800 Basic Chinese Characters for Education``, 900 characters respectively was enacted and notified in the middle·high schools. From the 3rd Curriculum notified on 31th, Aug. 1973 to the 5th, it was periods that Korean Classical Chinese was required as the independent subject. In other words, in the middle school, Korean Classical Chinese was instructed as the required subject for 1hour per week in the 1,2,3 grade each. In case of high school, it was also instructed as the required subject, that is, Korean Classical ChineseⅠ as the required commonly or selective essentially and Korean Classical Chinese Ⅱ as the required(however, as the required by course in the 3rd, 4th Curriculum, as the selective by course in the 5th). After the 6th Curriculum notified on 30th, June, 1992 and enforced from 1995, Korean Classical Chinese subject fell from the required to the selective course in middle·high schools. In the 6th Curriculum, Korean Classical Chinese of middle school changed into the selective subject and Korean Classical ChineseⅠ, Ⅱ of high school into the required by course. In the high school, the required subject by course refers to the selective subject which city·province educational bureaus select and then students under the pertinent bureau may complete. In the end, in the 6th Curriculum, Korean Classical Chinese subject came to be the selective subject in both middle and high schools. Meanwhile, in the 6th Curriculum, what is specially noteworthy is the adding the provision on Chinese Character education in the elementary school. In other words, while newly establishing ``Discretionary Class`` in the elementary school, Chinese Character was exemplified as the educational activity to be used with several other subjects. So, though limited, Chinese Character education could be possible. In the 7th Curriculum notified on 30th, Dec. 1997 and enforced from 2001, Korean Classical Chinese of middle school became the selective subject to be learned in the discretionary class. And, Korean Classical Chinese of high school, as the selective subject in the 2nd, 3rd grades, was opened into Korean Classical Chinese(6) in the general selective subject group, and into Chinese Classics(6) in the further selective subject group. In the revised Curriculum in 2007, Korean Classical Chinese of middle school became the selective subject to be learned in the discretionary class. And Korean Classical Chinese of high school, as the selective subject in the 2nd, 3rd grades, was opened into Korean Classical Chinese I(6), Korean Classical Chinese Ⅱ(6) in the common subject, cultural subject group(Korean Classical Chinese, cultural subject group). However, the 2007 revised Curriculum was immediately re-amended into the 2009 revised Curriculum. Under this Curriculum, Korean Classical Chinese of middle school became one of the selective subject groups. And Korean Classical Chinese of high school was opened into Korean Classical Chinese I(5), Korean Classical Chinese Ⅱ(5) in the life·culture subject group among the common subjects. In the mean time, in the 2009 revised Curriculum, what is specially noteworthy is adding the provision on Chinese Character education of elementary school again. That is, it made possible to instruct Chinese Character using the related subject(group) and creative experience activity in the elementary school including Chinese Character education into one of pan-subject learning themes presented as the common by class and school.

한국(韓國) 초(初),중(中),고등학교(高等學校)의 한자(漢字),한문(漢文) 교육(敎育) 현황(現況)

윤재민 ( Jae Min Yoon ) 한국한문교육학회 2009 한문교육논집 Vol.33 No.-

Since 1945, in the Korean elementary schools, Chinese characters & Classical Chinese education had been performed through the various methods till 1969. In the elementary schools, abolition of Korean Classical Chinese education resulted from the partial revision of the curriculum which revised on Sep.,1969 & executed from the 1st semester in 1970. Since then, Chinese characters & Classical Chinese education hasn`t been performed till now as the regular course in the elementary schools. However, `School Discretionary Activities` was newly established in the elementary schools through the 6th curriculum, notified in 1992 & executed from 1995, and `Activities including Chinese Characters, Computer & Elaboration` were exemplified as the educational activities to be used. So, though restrictively, Chinese characters & Classical Chinese education came to be possible. But. in the 7th curriculum, notified in 1997 & executed from 2001, such exemplification provision was again deleted. So, till now, in the elementary schools, it`s the situation that Chinese characters & Classical Chinese education is being executed creepingly at the regional office of education or a schoolmaster`s discretion without any base on the curriculum or being put on the markets of private education. In the Korean middle schools, Korean Classical Chinese began to be instructed as the independent subject from the 2nd semester in 1972. Before then, Korean Classical Chinese had been instructed partially as the part of Korean Language or never instructed. Firstly, `Korean Classical Chinese Guidance Principle` was presented from `Learning Guidance Principle in the Wartime` of The Ministry of Culture & Education`, announced on Feb. 1951. And then, The Ministry of Culture & Education selected 1,000 Chinese Characters recognized as necessary in the everyday life, allotted 300 Characters for the 4th·5th grade in the Elementary each, 400 Characters for the 6th grade, and made such restrictive Chinese Characters of 1,000 letters apply to the middle schools. And then, in the 1st curriculum notified on Aug., 1955, `Chinese Characters & Chinese Character Words Learning in the middle school` was contained in the Korean Language curriculum in the middle schools, and Chinese characters & Classical Chinese education was described as one of the sub contents areas of Korean Language curriculum. And, also in the 2nd curriculum notified on 15th, Feb., 1963, Korean Classical Chinese was contained in the Korean Language curriculum in the middle school, and described as one of the contents areas of Korean Language. However, in the partial revision of curriculum in 1969, provision of `Chinese Characters & Classical Chinese Guidance` was deleted from the Korean Language curriculum in the middle school, so Korean Classical Chinese education was abolished completely in the middle schools. And then, by the Enforcement Ordinance of the Educational Act notified on Feb.,1972, a course of Korean Classical Chinese was newly & independently established, so it began to be instructed officially as the independent course from the 2nd semester of the year. Since that, from the 3rd curriculum notified on Aug., 1973 to the 5th, in the middle schools, Korean Classical Chinese was instructed as the required subject for 1 hour a week in the 1st, 2nd, & 3rd grade each. However, in the 6th curriculum notified on June, 1992 & executed from 1995, in the middle schools, Korean Classical Chinese became an optional course, and such a situation has continued till now without great changes. In the Korean high schools, Korean Classical Chinese began to be instructed as the independent course from the 2nd semester in 1972 as the same as in the middle schools. Before then, high school Korean Classical Chinese was instructed as the part of Korean Language education. Even in the partial revision of curriculum in 1969 which abolished Chinese characters & Classical Chinese education in the elementary & middle schools, in the case of the high schools, Korean Classical Chinese in `Korean LanguageⅡ` of the general high school was increased from 6 to 8 unit rather than deleted Chinese Characters education from Korean Language Ⅰ. So, it was instructed as the part of Korean Language education as well. And then, by the Enforcement Ordinance of the Educational Act in 1972, Korean Classical Chinese course was newly & independently established. From the 3th curriculum notified in 1973 to the 5th, Korean Classical Chinese was instructed as the independent course, in fact, as the required course in the high schools. However, in the 6th curriculum notified in 1992, Korean Classical Chinese was changed into the required subject by course in the high schools. In the high schools, a required subject by course means an optional subject which city·province office of education must select for students belonging to the pertinent office to complete. Eventually, in the 6th curriculum, Korean Classical Chinese course came to be an optional subject both middle·high schools. Such a situation is the same as the 7th curriculum & 2007 revised curriculum. In other words, in the 7th curriculum, high school Korean Classical Chinese, as the optional subject of the 2nd & 3rd grade, was established as `Korean Classical Chinese⑹` in the general selective subject group, and as `Korean Classical Chinese classics⑹` in further selective subject group. And, in the revised curriculum in 2007 as well, as the optional subject of the 2nd & 3rd grade, it was established as `Korean Classical Chinese I⑹`, `Korean Classical Chinese II⑹` in general cultural subject group(Korean Classical Chinese, cultual studies).

韓國 初ㆍ中ㆍ高等學校의 漢字ㆍ漢文 敎育 現況

윤재민 한국한문교육학회 2009 한문교육논집 Vol.33 No.-

한국의 初等學校에서 漢字, 漢文 교육은 1945년 이후 1969년까지만 하더라도 여러 가지 방식으로 줄곧 시행되어 왔다. 초등학교에서 漢字 교육이 폐지된 것은 1969년 9월 개정되어 1970년 1학기부터 시행된 교육과정 부분 개정에서부터이다. 이후 현재에 이르도록 초등학교에서의 漢字, 漢文 교육은 정규 교과로는 더 이상 시행되지 못하고 있는 실정이다. 다만 1992년 고시되고 1995년부터 시행된 제6차 교육과정은 초등학교에 ‘학교 裁量 시간’을 신설하면서, 이 시간에 활용할 수 있는 교육 활동으로 ‘漢字, 컴퓨터, 勞作 등의 활동’을 예시함으로써 제한적이나마 漢字, 漢文 교육이 가능하도록 하였다. 그러나 1997년 고시되고 2001년부터 시행된 제7차 교육과정에서는 이 예시 조항을 다시 삭제함으로써 이후 현재에 이르기까지 초등학교에서의 漢字, 漢文 교육은 교육과정 상의 어떠한 근거도 없이 일부 지역 교육청이나 학교장의 재량에 따라 파행적으로 시행되거나 私敎育 市場에 맡겨지고 있는 형편이다. 한국의 中學校에서 漢文이 독립 교과로 교수되기 시작한 것은 1972년 2학기부터이다. 그 이전에는, 漢文이 국어 교육의 일부로서 부분적으로 교수되거나 아예 교수되지 못하기도 하였다. 처음으로 ‘漢字 지도 要綱’이 제시된 것은 1951년 2월에 발표된 文敎部의 ‘戰時 學習 指導 要領’이다. 여기서 문교부는 일상생활에 긴요하다고 인정되는 漢字 1,000자를 골라서 國民學校 4ㆍ5학년 각 300자, 6학년 400자로 配當하여 가르치도록 하고, 이 1,000자의 制限 漢字를 中學校에도 적용하도록 하였다. 이후 1955년 8월 고시된 제1차 교육과정에서는 중학교 국어과 교육과정 속에 ‘중학교의 漢字 및 漢字語 학습’ 사항을 포함시켜 漢字, 漢文 교육을 국어과 교육과정의 하위 內容 領域 가운데 하나로 기술하였다. 1963년 2월 15일에 고시된 제2차 교육과정에서도 漢文은 중학교 국어과 교육과정 속에 포함되어 중학교 국어과 內容 領域의 하나로 기술되었다. 그러나 1969년의 교육과정 부분 개정에서는 중학교 국어과 교육과정에서 ‘漢字 및 漢文 指導’ 조항을 삭제하여 중학교 한문 교육을 아예 폐지하고 말았다. 그러다가 1972년 2월 고시된 교육법 施行令에 의하여 漢文 교과가 독립 新設되어, 이 해 2학기부터 漢文이 독립 교과로서 공식적으로 교수되기 시작하였다. 이후 1973년 8월 고시된 제3차 교육과정에서부터 제5차 교육과정에 이르기까지 중학교 漢文은 1, 2, 3학년 각기 주당 1시간씩의 必修 科目으로서 교수되어 왔다. 그러나 1992년 6월 고시되고 1995년부터 시행된 제6차 교육과정에서는 중학교 漢文이 선택 과목으로 되었고, 이후 이러한 사정은 크게 변하지 않은 채 오늘날에까지 이르고 있다. 한국의 高等學校에서 漢文이 독립 교과로 교수되기 시작한 것은 중학교 漢文과 마찬가지로 1972년 2학기부터이다. 그 이전에는 國語 교육의 일부로서 고등학교 漢文이 교수되어 왔다. 초등학교와 중학교에서 漢字, 漢文 교육을 폐지한 1969년의 교육과정 부분 개정 때에도 고등학교 漢文은, ‘國語Ⅰ’에서 漢字 교육 부분을 삭제하는 대신 인문계 고등학교 ‘國語Ⅱ’에 있는 漢文을 6單位에서 8單位로 증가시켰는바, 역시 國語 교육의 일부로서 漢文을 敎授하였던 것이다. 이후 1972년 敎育法 施行令에 의하여 漢文 교과가 독립 신설되고, 1973년 고시된 제3차 교육과정에서부터 제5차 교육과정에 이르기까지 고등학교 ... Since 1945, in the Korean elementary schools, Chinese characters & Classical Chinese education had been performed through the various methods till 1969. In the elementary schools, abolition of Korean Classical Chinese education resulted from the partial revision of the curriculum which revised on Sep.,1969 & executed from the 1st semester in 1970. Since then, Chinese characters & Classical Chinese education hasn’t been performed till now as the regular course in the elementary schools. However, ‘School Discretionary Activities’ was newly established in the elementary schools through the 6th curriculum, notified in 1992 & executed from 1995, and ‘Activities including Chinese Characters, Computer & Elaboration’ were exemplified as the educational activities to be used. So, though restrictively, Chinese characters & Classical Chinese education came to be possible. But. in the 7th curriculum, notified in 1997 & executed from 2001, such exemplification provision was again deleted. So, till now, in the elementary schools, it’s the situation that Chinese characters & Classical Chinese education is being executed creepingly at the regional office of education or a schoolmaster’s discretion without any base on the curriculum or being put on the markets of private education. In the Korean middle schools, Korean Classical Chinese began to be instructed as the independent subject from the 2nd semester in 1972. Before then, Korean Classical Chinese had been instructed partially as the part of Korean Language or never instructed. Firstly, ‘Korean Classical Chinese Guidance Principle’ was presented from ‘Learning Guidance Principle in the Wartime’ of The Ministry of Culture & Education', announced on Feb. 1951. And then, The Ministry of Culture & Education selected 1,000 Chinese Characters recognized as necessary in the everyday life, allotted 300 Characters for the 4th․5th grade in the Elementary each, 400 Characters for the 6th grade, and made such restrictive Chinese Characters of 1,000 letters apply to the middle schools. And then, in the 1st curriculum notified on Aug., 1955, ‘Chinese Characters & Chinese Character Words Learning in the middle school’ was contained in the Korean Language curriculum in the middle schools, and Chinese characters & Classical Chinese education was described as one of the sub contents areas of Korean Language curriculum. And, also in the 2nd curriculum notified on 15th, Feb., 1963, Korean Classical Chinese was contained in the Korean Language curriculum in the middle school, and described as one of the contents areas of Korean Language. However, in the partial revision of curriculum in 1969, provision of ‘Chinese Characters & Classical Chinese Guidance’ was deleted from the Korean Language curriculum in the middle school, so Korean Classical Chinese education was abolished completely in the middle schools. And then, by the Enforcement Ordinance of the Educational Act notified on Feb.,1972, a course of Korean Classical Chinese was newly & independently established, so it began to be instructed officially as the independent course from the 2nd semester of the year. Since that, from the 3rd curriculum notified on Aug., 1973 to the 5th, in the middle schools, Korean Classical Chinese was instructed as the required subject for 1 hour a week in the 1st, 2nd, & 3rd grade each. However, in the 6th curriculum notified on June, 1992 & executed from 1995, in the middle schools, Korean Classical Chinese became an optional course, and such a situation has continued till now without great changes. In the Korean high schools, Korean Classical Chinese began to be instructed as the independent course from the 2nd semester in 1972 as the same as in the middle schools. Before then, high school Korean Classical Chinese was instructed as the part of Korean Language education. Even in the partial revision of curriculum in 1969 which abolished Chinese characters & Classical Chinese education i...

2015 개정 중학교 역사 교육과정의 내용 구성 방식과 그 특징

남한호 ( Nam Han-ho ) 역사교육학회 2016 역사교육논집 Vol.60 No.-

Contents of 2015 revised history curriculum secure sequences of middle and high schools and are rationalized so are constructed depending on logic to lighten the academic pressure. In content organization, middle school history is organized by focusing on a subject, so is different from Korean history in high school constructed with syntax structure focusing on political history. In content construction, middle school history, Korean history in high school, world history, and East Asian history are divided into five fields, and a method that big idea(key concept) is made as an organizer of contents so is made as the central axis penetrating grade is selected. Five results that content construction of 2015 revised middle school history curriculum is analyzed by focusing on characteristics and problems of key competencies becoming a reference frame of a curriculum, big idea playing a role of a content organizer, and validity of content construction focusing on a subject can be arranged. First, a clear concept of key competencies is not agreed yet. In addition, there is no significant differences between key subject competences suggested in a history curriculum and historical thinking, and key subject competences are also impertinent to be made as standards of content selection and construction of a curriculum. Second, ‘big idea(key concept)’ suggested as a frame of content construction is a super ordinate concept involving various concepts, so content elements based on individually historical truths are selected as key concept in comparison to a constituting principle of a curriculum enabling deep learning as an organizer combining fields in a subject, so it goes against a principle of a curriculum. Key concept constituting fields has the meaning of simple content elements, and is closer to characteristic as a subject rather than a concept. In addition, it is difficult to find a community combining Korean history and world history, and the meaning as an organizer connecting historical contents is weak. Third, the intention to constitute historical contents in middle school by focusing on a subject is to differentiate contents in middle school from contents in high school. However, when a study on a sequence method is referred, it is organized by focusing on a subject in middle school because syntax structure understanding the flow of history is better fitted for a method retrogressing an understanding of students in middle school. A subject is the meaning as learning experience that students can investigate a particular subject deeply in the learning process rather than a content construction principle of a curriculum, so is impertinent to be made as a content construction principle of a curriculum. Fourth, if detailed purposes, field system table, and achievement standards of a history curriculum are examined, a difference of content construction between middle school history and Korean history in high school is not clear, and there is a problem that political history should be repeated for elementary, middle, and high schools. Fifth, a method to reduce scope and contents treated in a world history field is selected to lighten academic pressure of students. As a result, the world history field does not treat history except for Chinese history, European history, and some of Japanese history in middle school history. This is because the reality of history education is not properly understood, so finally, this will cause desolation of world history education.

2012년(年) 춘계(春季) 학술대회(學術大會) : 한국(韓國)의 2011년(年) 개정(改定) 한문과(漢文科) 교육과정(敎育課程)의 구체적(具體的) 내용(內容) 분석(分析)

윤재민 ( Jae Min Yoon ) 한국한자한문교육학회 2012 漢字 漢文敎育 Vol.28 No.-

2007년 漢文科 敎育課程을 개정한 새 敎育課程이 2011년 8월 9일자로 교육과학기술부에 의해 告示되었다. 이글은 새 교육과정의 내용을 2007년 교육과정과의 비교를 통해 분석한 것이다. 새 敎育課程은 문서 체제를 <1. 추구하는 인간상 2. 중학교(고등학교: ‘한문Ⅰ’, ‘한문Ⅱ’의 경우) 교육 목표 3. 목표 4. 내용의 영역과 기준 5. 교수·학습 방법 6. 평가>로 구성하였다. 이는 2007년 교육과정의 문서 체제(<1. 성격 2. 목표 3. 내용 4. 교수·학습 방법 5. 평가>)를 일부 변경한 것이다. 이 중 새 敎育課程에 신규 제시된 “1. 추구하는 인간상 2. 중학교(고등학교: ‘한문Ⅰ’, ‘한문Ⅱ’의 경우) 교육 목표”는 모든 교과가 공유하는 學校 級別 목표를 漢文科 敎育課程에 다시 제시한 것이다. 이 외에 새 敎育課程의 문서 체제에서 보이는 주요 변화는 2007년 교육과정의 ‘성격’과 ‘목표’를 통합하여 ‘목표’로 제시한 것과 2007년 교육과정의 ‘내용’을 ‘내용의 영역과 기준``으로 명칭 변경하고, 그 구성 내용 또한 ‘가. 內容 體系’, ‘나. 領域別 內容’을 ‘가. 내용 체계``, ‘나. 學校 級別(중학교의 경우는, ‘중학교 1~3學年群別’) 성취 기준’, ‘다. 영역 성취 기준’, ‘라. 학습내용 성취 기준’으로 수정 제시한 것이다. 새 敎育課程은 ‘목표’를 前文과 下位 目標로 구성하였다. 이 중 前文은 漢文 교과의 일반적 성격과 學校 級別 漢文의 科目別 성격을 진술한 것으로, 결과적으로는 2007년 敎育課程의 ‘성격’ 중 漢文科의 일반적 성격에 대한 진술 부분 및 科目別 성격에 대한 진술 부분과 그 내용이 같다. 下位 目標는 前文에 제시된 漢文科의 일반적 성격과 과목별 성격을 고려하여 설정한 漢文科의 一般 目標와 科目別 特殊 目標를 항목으로 나누어 구체화하여 제시한 것으로, 결과적으로는 2007년 敎育課程의 下位 目標와 그 내용이 같다. 새 敎育課程은 ‘領域’을 ‘讀解’, ‘文化’, ‘漢文知識’의 셋으로 나누었다. 中領域은 영역의 성격에 따라, ‘독해’ 영역은 ‘읽기’, ‘이해’로 설정하고, ‘문화’ 영역은 ‘漢字 文化’, ‘언어생활과 한자 문화’로 설정하되(단, 고등학교 ‘한문Ⅱ’는 ‘漢文學의 이해’ 추가 설정), ‘한문지식’ 영역은 2007년 교육과정을 그대로 따라 ‘漢字’, ‘語彙’, ‘文章’으로 설정하였다. 內容 體系의 영역 및 중영역이 일부 변경됨에 따라 內容 要素의 성격과 그 내용 또한 일부 바뀌었다. 곧 ‘독해’ 영역의 경우, ‘읽기’에서는 ‘소리 내어 읽기’, ‘끊어 읽기’를 내용 요소로 선정하고(단, 고등학교 ‘한문Ⅱ’에서는 ‘소리 내어 읽기’만을 내용 요소로 선정), ‘이해’에서는 ‘풀이하기’, ‘이해하기’, ‘감상하기’를 내용 요소로 선정하였다. 이는 2007년 교육과정 ‘한문’ 영역 ‘읽기’, ‘이해’의 내용 요소 중에서 텍스트 요소를 제외하고, 또 ‘읽기’의 내용 요소 ‘읽기와 풀이’ 중에서 ‘풀이’ 요소를 ‘이해’ 영역(중영역)으로 옮기는 한편, 領域別 內容에서 (‘읽기와 풀이’ 중) ‘읽기’ 요소의 하위 학습 요소로 제시되었던 ‘소리 내어 읽기’와 ‘끊어 읽기’를 (개정 교육과정 ‘독해’ 영역 ‘읽기’의) 내용 요소로 끌어올린 것이다. ‘문화’ 영역의 경우, ‘한자 문화’에서는 ‘전통문화의 이해와 계승’, ‘한자문화권의 상호 이해와 교류’를 내용 요소로 선정하고, ‘언어생활과 한자 문화’에서는 ‘언어생활 속의 한자 어휘 알고 활용하기’를 내용 요소로 선정하되, 고등학교 ‘한문Ⅱ’에서만 설정된 ‘한문학의 이해’에서는 ‘한문학 고전 작품 이해하기’, ‘한문학 고전 작품 감상하기’를 내용 요소로 선정하였다. ‘한문지식’ 영역의 경우, ‘한자’에서는 ‘한자의 특징’, ‘한자의 짜임’을 내용 요소로 선정하고(단, 고등학교 ‘한문Ⅱ’에서는 ‘한자의 특징’만을 내용 요소로 선정), ‘어휘’에서는 ‘단어의 짜임’, ‘단어의 갈래’, ‘성어의 의미’를 내용 요소로 선정하였으며(단, 고등학교 ‘한문Ⅱ’에서는 ‘단어의 갈래’만을 내용 요소로 선정), ‘문장’에서는 ‘문장의 구조’와 ‘문장의 유형’(중학교 ‘한문’의 경우) 또는 ‘문장의 修辭’(고등학교 ‘한문Ⅰ’, ‘한문Ⅱ’의 경우)를 내용 요소로 선정하였다. 새 敎育課程의 ‘교수·학습 방법’은 2007년 교육과정의 서술 체제를 유지하되, ‘영역’ 및 領域別 ‘학습내용 성취 기준’의 변화에 맞게 일부 내용을 추가하거나 재조정하여 제시하였다. 곧, ‘독해’ 영역 ‘읽기’에서는 ‘朗讀法’과 ‘懸吐活用法’을 새롭게 제시하였다. ‘이해’에서는 ‘討論 學習法’, ‘讀者 反應 中心 學習法’, ‘그림을 活用한 學習法’ 등을 새롭게 제시하였다. 문화 영역의 ‘한자 문화’는 ‘웹基盤 中心 학습법’, ‘問題 中心 學習法’ 등을 새롭게 제시하였다. ‘한문지식’ 영역 ‘한자’에서는 ‘字源 活用法’, ‘字典 活用 學習法’, ‘이미지컷 活用 學習法’, ‘웹基盤 中心 學習法’, ‘漢字카드 活用法’, ‘圖形化된 노트 活用 漢字 쓰기’를 새롭게 제시하였다. ‘문장’에서는 ‘虛辭 指導를 통한 讀解指導法’, ‘語順 構造를 통한 讀解指導法’ 등을 새롭게 제시하였다. 새 敎育課程의 ‘평가’ 또한 2007년 교육과정의 서술 체제를 유지하되, ‘영역’ 및 領域別 ‘학습내용 성취 기준’의 변화에 맞게 일부 내용을 추가하거나 재조정하여 제시하였다. The new curriculum created by modifying 2007 Curriculum of Korean Classical Chinese Education was publicly notified by Ministry of Education, Science and Technology on Aug. 9, 2011. This paper analyzed the contents of the new curriculum through its comparison with 2007 Curriculum. The document system of 2011 amended curriculum was composed of <1. An inquiring human character 2. Middle school Classical Chinese(High school: in case of ``Classical Chinese I``, ``Classical Chinese II``) educational goal 3. Goal 4. Areas and criteria of contents 5. Teaching·learning methods 6. Evaluation>. This resulted from modifying a part of the document system of 2007 Curriculum (<1. Character 2. Goal 3. Contents 4. Teaching·learning methods 5. Evaluation>). Among those constituent elements, “1. An inquiring human character 2. Middle school(High school: in case of ‘Classical ChineseⅠ’, ‘Classical ChineseⅡ’) educational goal” which was newly proposed in 2011 amended curriculum means that the school goal by classification shared by all courses was again proposed in the curriculum of Korean Classical Chinese Education. In addition to that, the major changes showing in the document system of 2011 amended curriculum were that 1) ``character`` and ``goal`` of 2007 Curriculum were integrated and proposed as ``a goal``, 2) the name of ``Contents`` of 2007 Curriculum changed into ``Areas and criteria of contents``, and 3) the constituent contents were also revised and proposed from ``A. Contents system`` and ``B. Contents by area`` into ``Contents system, `` B. Achievement criteria by school classification (in case of middle school, ``middle school by 1~3 grade classification``) C. Area achievement criteria.`` D. Learning contents achievement criteria``. As for 2011 amended curriculum, ``Goal`` was composed of a preamble and a subordinate goal. Among them, the preamble presented general character of Curriculum of Korean Classical Chinese Education and character by subject of the classical Chinese by school classification and, in conclusion, the character is the same in the contents as descriptions of general character and character by subject of Korean classical Chinese education among ``Character`` of 2007 Curriculum. The subordinate goal proposed the general goal of Korean Classical Chinese Education, set in consideration of the general character and character by subject proposed in the preamble, and the special goal by subject after itemizing it and. in conclusion, the contents is the same as the subordinate goal of 2007 Curriculum. In 2011 amended curriculum, ``Area`` was classified into three, that is, ``Reading comprehension``, ``Culture``, and ``Classical Chinese knowledge``. With respect to Mid-area, according to the character of the area, ``Reading comprehension`` area was composed of ``Reading comprehension`` and ``Understanding``; ``Culture`` area of ``Chinese characters culture`` and ``Linguistic life and Chinese characters culture``(provided that ``High school ``Chinese characters II`` additionally included ``Understanding of Chinese literature``). ``Classical Chinese knowledge`` was composed of ``Chinese characters, ``Vocabulary`` and ``Sentence`` as it is as 2007 Curriculum. was additional As the area and mid-area of the contents system partly changes, the character and contents of the content elements also partly changed. So to speak, in case of ``Reading comprehension`` area, in ``Reading``, ``Loudly reading`` and ``Reading with pauses between phrases`` was selected as content elements(provided that in high school ``Classical Chinese II``, only ``Loudly reading`` was selected as content elements). In ``Understanding``, ``Explanation``, ``Understanding``, ``Appreciation`` were selected as the content elements. This means that the text elements among the content elements of 2007 Curriculum ``Classical Chinese`` area ``Reading`` was excluded, ``Explanation`` element among ``Reading and Explanation`` which is the content element of ``Reading`` was transferred to ``Understanding`` area(Mid-area), and, in the meantime, ``Loudly reading`` and ``Reading with pauses between phrases`` which were proposed as the subordinate learning element of ``Reading`` element (among Reading and Explanation``) in the contents by area changed into content elements of (the amended curriculum "Reading comprehension`` area ``Reading``). In case of ``Culture`` area, in ``Chinese characters culture``, ``Understanding of and succession to traditional culture`` and ``Mutual understanding and exchange of Chinese characters cultural area`` were selected as content elements and, in ``Linguistic life and Chinese characters culture``, ``Knowing and utilizing classical Chinese vocabulary in an linguistic life`` was selected as content elements, but in ``Understanding of Chinese literature`` selected only in high school ``Chinese characters II", ``Understanding of Chinese literature classics`` and ``Appreciation of Chinese literature classics`` were selected as content elements. In case of ``Chinese characters knowledge``, in ``Chinese characters``, ``Features of Chinese characters`` and ``Frame of Chinese characters`` were selected as content elements(provided that, in high school ``Chinese characters Ⅱ’, only ``Features of Chinese characters`` was selected as content elements), and in ‘Vocabulary’, ``Frame of word’, ‘Section of words’, ‘Meaning of phrases’ were selected as content elements(provided that, in high school ``Chinese characters II``, only ``Section of words`` was selected as content elements). In addition, in ``Sentence``, ``Structure of sentences`` and ``Type of sentences``(in case of middle school ``Chinese characters``) or ``Rhetoric of sentences(high school ``Chinese characters`` I and ``Chinese characters II``) were selected as content elements. In ``Teaching·learning methods`` of 2011 amended Curriculum, the description system of 2007 Curriculum was maintained, but partial contents were re-adjusted or p개posed according to changes of ‘Area’ and ``Learning content achievement criteria`` by area. That is, in ``Reading comprehension`` area ``Reading``, ``Reading method`` and ``Hyeonto utilization method`` were newly proposed. In ``Understanding``, ``Discussion learning method``, ``Reader reaction-based learning``, ``Picture-utilizing learning method`` etc. were newly proposed. In ``Chinese culture`` of the culture area, ``Web-based learning method``, ``Problem-based learning method`` were newly proposed. In ``Classical Chinese knowledge`` area ``Chinese characters`` ``Word origin utilization method``, ``Classical Chinese dictionary utilization learning method``, ``Image cut utilization learning method``, ``Web-based learning method``, ``Chinese characters card utilization method``, ``Chinese characters writing utilizing geometricized notebook`` were newly proposed. In ``Sentence``, ``Reading comprehension instruction method through expletive guidance``, and ``Reading instruction method through word order structure`` etc. were newly proposed. With regard to ``Evaluation`` of 2011 amended Curriculum, the curriculum maintained the description system of 2007 Curriculum, but was proposed by adding and re-adjusting partial contents according to changes of ``Area`` and ``Learning contents`` achievement criteria by area.

韓國의 漢文科 敎育課程

윤재민 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.26 No.-

韓國에서 漢文이 獨立 敎科로 敎授되기 始作한 것은 1972年 2學期 以後 中․高等學校에서이다. 그 以前에는, 初․中․高等學校 共히 漢文이 國語 敎育의 一部로서 部分的으로 敎授되거나 아예 敎授되지 못하기도 하였다. 1945年 解放 以後 韓國의 公式的인 制度敎育 內 敎育課程의 制定은 美軍政廳에 依해서 이루어졌다. 漢字 敎育과 關聯하여 美軍政廳이 最初로 시행한 조처는, 軍政廳 學務局의 ‘暫定的 國語 敎育의 臨時措處’로부터라고 할 수 있다. 곧 이 조처는 初等學校 國語敎科書에서 漢字와 國文의 混用 또는 欄外 倂記를 部分的으로 許容함으로써 初等學校에서 漢字 敎育이 一定하게 施行되도록 하였다. 한편 美軍政廳 編修局이 1947년 9월 1일 제정 시행한 ‘敎授 要目’은 中․高等學校에서 國語科의 補充 敎材의 形式으로 漢文 科目을 選擇할 수 있도록 하였다. 이후 1951년에 문교부는 戰時 학습방침을 수립하면서 漢字 敎育과 관련하여 劃期的이라고 할 수 있는 정책을 마련한다. 곧 이 해 9월 漢字․漢文 敎育史上 최초로 ‘常用一千字表’를 제정 공포한 것이 그것이다. 이 常用漢字 1,000자는 이후 1957년 11월에 제정한 ‘임시제한한자 1,300자’ 및 1972년 8월에 제정하고 2000년 12월에 이를 다시 調整 公布한 ‘중․고등학교 한문교육용 기초한자 1,800자’의 선구가 되는 것이다. 1955年 8月 1日 告示된 第1次 敎育課程에서는 初等學校의 境遇에 漢字 敎育에 對한 明示的 規定을 별도로 두지 않았지만, 漢字 敎育이 如前히 施行되고 있었다. 中學校의 境遇에는 國語科 敎育課程 아래에 ‘漢字 및 漢字語 學習’에 대한 규정을 별도로 두어 漢字․漢文 敎育이 독립된 교과서를 갖는 하나의 과목으로 敎授될 근거를 마련해 놓았다. 高等學校의 境遇에는 역시 國語科 敎育課程 아래에 ‘漢字 및 漢文 指導’ 규정을 두어 選擇敎科 國語(2)의 한 領域으로 ‘漢文’ 과목을 設定하였다. 1963年 2月 15日에 告示된 第2次 敎育課程에서는 初等學校의 境遇에 國語科 4學年 學年目標에 漢字 關聯 規定을 명시적으로 두어 한자 교육을 보다 강화하였다. 중․고등학교의 경우에는 제1차 교육과정에서와 마찬가지로 國語科 敎育課程 속에 관련 규정을 그대로 두되, 漢字․漢文 敎育을 보다 강화하였다. 가령, 고등학교의 경우 ‘國語Ⅰ’에서의 漢字 敎育 以外에도, 人文系 課程의 境遇 國語Ⅱ의 한 科目으로 18單位(文法⑷, 漢文⑹, 古典⑷, 作文⑷) 가운데 漢文 6單位, 職業系 課程의 境遇 漢文 6單位를 履修하게 하였다. 그러나 1969年 9月 4日 改定되어 1970年 1學期부터 施行된 敎育課程 部分 改定에서는 初等學校와 中學校의 國語 및 高等學校의 國語Ⅰ의 敎育課程에서 漢字 및 漢文 關聯 條項을 削除하여 漢字, 漢文 敎育을 아예 廢止하고 말았다. 다만 人文系 高等學校 國語Ⅱ에 있는 漢文의 境遇에만 單位數를 6單位에서 8單位로 增加시켜 존속시켰을 뿐이다. 中․高等學校에서 漢文 敎育이 復活한 것은 1972年 2月 28日 告示되고 이 해 2學期부터 施行된 敎育法 施行令에 依해서다. 이 施行令에 依하여 中․高等學校에 漢文 敎科가 獨立 新設되어, 이 해 2學期부터 漢文이 獨立 敎科로서 公式的으로 敎授되기 始作하였다. 中․高等學校 各 900字씩 ‘漢文敎育用 基礎漢字’ 1,800字를 制定하여 公布한 것도 바로 이 무렵인 1972年 8月 16日의 일이다. 1973年 8月 31日에 告示된 第3次 敎育課程에서부터 第5次 敎育課程에 이르기까 ... In Korea, Korean Classical Chinese began to be instructed as the independent subject after the second semester, 1972 in middle․high schools. Before that, in elementary․middle․high schools, Korean Classical Chinese was instructed as part of the Korean Language or never instructed. After liberation in 1945, in the formal institutional education of Korea, the establishment of the curriculum was done by U.S. Military Government Office. In relation to Chinese Character education, the first measure by the Office was the temporary one of Korean Language education lead by the Education & Management Bureau. Through such a measure, in the elementary Korean Language textbooks, Chinese Character and the Korean alphabet’s mingling or combined recording in the margin was partially accepted so intended to implement Chinese Character education constantly in the elementary school. In the mean time, through ‘Instruction Program’ enforced by the Textbook Compilation Bureau, U.S. Military Government Office on the 1st, Sep. 1947, in the middle․high schools, it came to be possible to select Korean Classical Chinese subject as the form of the complementary teaching material for Korean Language class. In 1951, the Ministry of Culture & Education established the wartime learning policy and prepared the epoch making policy on Chinese Character education. In other words, on September of the year firstly on the history of Chinese characters & Classical Chinese education, it promulgated ‘The Table of One Thousand Letters in Common Use’. Such one thousand Chinese Characters in common use were the initiative of ‘1, 300 Chinese Characters Tentatively Limited’ enacted on Nov. 1957 and ‘Basic 1,800 Chinese Characters for Middle․High School Education’ enacted on Aug. 1972 and adjusted on Dec. 2000. In the 1st Curriculum notified on the 1st, Aug. 1955. there was no explicit provision on Chinese Character educationin the elementary school but it was still enforced. In case of middle school, through preparing a provision on the ‘Chinese Character & Chinese Word Learning’ under Korean Language curriculum, it made a foundation for Chinese characters & Classical Chinese education to be instructed as the subject having an independent textbook. In case of high school, a provision was a prepared on ‘Chinese characters & Classical Chinese Instruction’ also under Korean Language curriculum so set ‘Korean Classical Chinese’ as the area of the selective subject of Korean Language(2). In the 2nd Curriculum notified on 15th, Feb. 1963, a provision was prepared explicitly on Chinese Character as the aim of the Korean Language class in the 4th grade of the elementary school so Chinese Character education was more intensified. In case of the middle․high schools, like the 1st Curriculum, the related provision was maintained in the Korean Language curriculum but Chinese characters & Classical Chinese education was even more strengthened. For example, in case of high school in addition to Chinese Character education under Korean LanguageⅠ, among 18 units(grammar⑷, Korean Classical Chinese⑹, classics⑷, composition⑷), six units of Korean Classical Chinese was completed as the subject of Korean Language Ⅱ in the general course and six units of Korean Classical Chinese in the vocational course. However, through the partial amendment of the curriculum revised on 4th, Sep. 1969 and enforced from the 1st semester in 1970, in the curriculums of Korean Language for elementary and middle schools and of Korean LanguageⅠ for high school, a provision on Chinese characters & Classical Chinese education was omitted so its education was eventually abolished. Only in case of Korean Language Ⅱ for the general course of high school, the number of units of Korean Classical Chinese increased from 6 to 8 units so it was continued. In the middle․high schools, the recovery of Korean Classical Chinese education was done by the Enforcement Ordi...

지체장애학교 교사들이 인식하는 중학생의 학교교육과정 요구

이재욱,정동영 한국특수교육교과교육학회 2016 특수교육교과교육연구 Vol.9 No.2

The purpose of this study is to analyze the demand on school curriculum of middle school student recognized by teachers in schools for students with physical disabilities. Research questions selected for this purpose are as follows. First, what is the demand on education goal of school curriculum of middle school student recognized by teachers in schools for students with physical disabilities? Second, what is the demand on subject`s instruction of school curriculum of middle school student recognized by teachers in schools for students with physical disabilities? Third, what is the demand on creative activity of school curriculum of middle school student recognized by teachers in schools for students with physical disabilities? In order to solve those research questions, data regarding school curriculum for in schools for students with physical disabilities, 1:1 interview were gathered targeting 7 specialized teachers in middle school for physical disabilities located in S, B, G, CN, CB city as research participants. The results of this research which has been analyzed using repeating methods of comparative analysis are as follows. First, teachers in schools for students with physical disabilities recognize that middle school students demand mind health, physical health improvement, independent living ability improvement, leisure time ability improvement, social ability, and communication ability improvement about education goal of school curriculum. Second, teachers in schools for students with physical disabilities recognize that middle school students demand living technique-linked education, alteration in subject`s instruction contents and methods, health-related education, and rest about subject`s instruction of school curriculum. Third, teachers in schools for students with physical disabilities recognize that middle school students demand strengthening creative special activity, implement humanism education in self-regulated activity and implement actual leisure education, contrasting view about implementation of school sports club in club activity. And teachers recognize that middle school students demand alteration of performance voluntary activity method in voluntary activity and implementation of acutal course education in course activity. 본 연구는 지체장애학교 교사들이 인식하는 중학생의 학교교육과정 요구를 분석하는데 그 목적이 있다. 이러한 목적을 달성하기 위하여 첫째, 지체장애학교 교사들이 인식하는 중학생의 학교교육과정 교육목표에 대한 요구는 무엇인가? 둘째, 지체장애학교 교사들이 인식하는 중학생의 학교교육과정 교과교육에 대한 요구는 무엇인가? 셋째, 지체장애학교 교사들이 인식하는 중학생의 학교교육과정 창의적 체험활동에 대한 요구는 무엇인가? 라는 연구문제를 선정하여 S특별시, B광역시, G도, CN도, CB도에 소재하고 있는 지체장애학교 중학교 특수교육교사 7명을 연구 참여자로 선정하여 일대일 심층 면담하고, 지체장애학교 학교교육과정에 대한 자료를 수집하였다. 반복적 비교 분석법을 활용하여 분석을 실시하였다. 본 연구의 결과는 첫째, 지체장애학교 교사들은 중학생들이 학교교육과정 교육목표에 대하여 정신 건강 및 신체 건강 증진, 자립생활 능력 향상, 여가생활 능력 향상, 사회적 능력 및 의사소통 능력 향상을 요구하고 있다고 인식하는 것으로 나타났다. 둘째, 지체장애학교 교사들은 중학생들이 학교교육과정 교과교육에 대하여 생활기술과 연계한 교육, 교과교육 내용 및 방법 조정, 건강 관련 교육과 휴식을 요구하고 있다고 인식하는 것으로 나타났다. 셋째, 지체장애학교 교사들은 중학생들이 학교교육과정 창의적 체험활동에 대하여 자율활동에서 창의적 특색활동을 강화하고 인성교육을 실시하며, 동아리활동에서 실질적 여가교육을 실시할 것을 요구한다고 인식하였으나, 학교스포츠클럽 실시에 대해서는 상반된 인식이 있었다. 봉사활동에서는 봉사활동 수행방식의 변화를 요구하며, 진로활동에서 실질적인 진로교육 실시를 요구하고 있다고 인식하는 것으로 나타났다.

7차 과학교육과정에 제시된 용해, 빛, 전기 단원의 초등학교, 중학교 교과서 및 학생들과 교사들의 인식을 통한 내용 구성의 문제점 분석

원정애,이은경,백성혜 한국교원대학교 교육연구원 2008 敎員敎育 Vol.24 No.4

In this study, we analyzed the textbooks of the elementary and middle school science and investigated the elementary and middle school students' and teachers' perceptions on the dissolution, light, and electricity units of the 7th national science curriculum. The subjects of this study were 204 elementary school students and 155 middle school students who answered to the questionnaire. Eight elementary school students, 4 middle school students, 5 elementary school teachers, and 3 middle school science teachers among the subjects were selected for the semi-structured interviews. Main findings of this study were as follows: First, results of analyzing textbooks showed that in elementary school it was emphasized observing phenomenon through the experiments, while in middle school it was emphasized calculating by the formulae or graphs. But we couldn't find the differences of the scientific concepts introduced for explaining phenomena between elementary and middle schools, and there was no emphasis of scientific concepts. Second, middle school students' achievements didn't higher than elementary school students' even though they had been continued to learn the contents relative to dissolution, light, and electricity units of elementary school science. Middle school students perceived that science contents were repeated by the grade. So we found that the spiral curriculum were lacking in deepening and expanding of contents, and especially how to present contents wasn't suitable to students' cognitive development level. Finally, we recognized that students were difficult to understand and teachers were difficult to teach the contents of science. So we thought that it needed to study about proper connecting scientific concepts within science curriculum and about adequate methods for embodying spirits of 7th science curriculum. 이 연구에서는 제 7차 과학교육과정에서 개발된 용해, 빛, 전기 단원의 교과서 내용을 분석하고, 이 단원에 대한 초등학교와 중학교 학생들과 교사들의 인식을 조사하였다. 설문에 응답한 연구 대상자들은 초등학생 204명과 중학생 155명이었다. 이들 중에서 초등학생 8명과 중학생 4명, 초등교사 5명과 중학교 과학교사 3명을 선발하여 반구조화된 면담을 실시하였다. 이 연구의 주요 결과는 다음과 같다. 첫째, 교과서 분석 결과 초등학교에서는 실험을 통한 현상의 관찰을 강조한 반면, 중학교에서는 공식이나 그래프 등을 도입한 계산을 강조하였다. 그러나 현상을 설명하기 위해 도입하는 개념에서는 큰 차이가 없었으며, 이에 대한 중요성도 강조되지 않았다. 둘째, 중학생들은 초등학교에서 다루는 용해, 빛, 전기 단원에 관련된 내용을 지속적으로 배움에도 불구하고, 중학교 학생들의 성취도가 초등학생들의 성취도보다 높지 않았다. 그리고 중학생들은 과학 내용이 학년이 올라가면서 반복된다고 인식하고 있었다. 따라서 나선형 교육과정에서 추구하는 내용의 심화 확장이 부족하며, 특히 내용 제시 방법이 학생들의 인지 발달 수준에 적절하지 않음을 확인할 수 있었다. 마지막으로, 학생들은 과학의 내용을 이해하기 어려워하고 교사들은 이를 가르치기 어려워한다는 사실을 밝혔다. 따라서 과학교육과정 안에서 과학 개념을 적절히 연계하기 위한 연구와 7차 과학교육과정의 정신을 구현하기 위한 적절한 방안에 대한 연구가 필요하다.

소규모 중학교 체육 공동교육과정 운영 사례 및 개선 방안 탐색

정현철,유성완 한국교원대학교 교육연구원 2023 敎員敎育 Vol.39 No.5

Purpose: The purpose of this study was to conduct an in-depth analysis of the operation cases ofa small middle school joint Physical Education curriculum, and to explore improvement methods basedon the analyzed cases. Methods: Four teachers and four students from two schools located in the J region and operatinga small middle school joint Physical Education curriculum were selected as the study subjects, and data such as operation-related data, observation log data based on participant and non-participant observations, in-depth group interview data and unofficial story data were collected, categorized,analyzed and interpreted. Results: As far as the small middle school joint Physical Education curricula are concerned, tennis competition activities and group activities per level were performed using facilities near the two schools to ensure all students’ participation and interest and to overcome the disadvantages of small middle schools. Individualized instruction and interactive instruction were performed through team teaching activities per group led by professional instructors to better improve the advantages of small middle schools. The improvement methods are as follows: First, joint curricula must be planned through avoluntary sense of community along with teachers’ dedication and philosophies shared by the members. Second, it is necessary to derive a process of expanding and elaborating the scope of joint curriculato share and improve the concerns regarding events and joint curriculums among small middle schools. Third, for joint curricula to have a smooth implementation, it is necessary to construct a detailed instruction plan taking into consideration the autonomy of curricula, efficient system securement, andstudents’ individual characteristics and differences. Conclusion: The results of this study suggest the need for legitimacy and substantial operation ofthe small middle school joint Physical Education curriculum. 연구목적 이 연구는 소규모 중학교 체육 공동교육과정의 운영 사례를 심층적으로 분석하고 그에 따른개선 방안을 탐색하는 데 그 목적이 있다. 연구방법 소규모 중학교 체육 공동교육과정을 운영하고 있는 J지역의 2곳 학교의 교사 4인, 학생 4인을연구참여자로 선정하여 운영 관련 자료와 참여관찰과 비참여관찰을 통한 관찰일지, 심층⋅집단 인터뷰, 비공식적 이야기 등을 수집하고 범주화하며 자료를 분석하고 해석하였다. 연구결과 소규모 중학교 체육 공동교육과정은 2곳 학교의 인근 시설을 활용하며 모든 학생 참여와 흥미를위한 테니스 경쟁 활동과 수준별 모둠 활동으로 소규모 중학교의 단점을 극복하고 있었으며 전문 강사를 중심으로 모둠별 교사 팀티칭 활동을 통한 개별화 수업과 활발한 상호작용 수업으로 소규모 중학교의 장점을 더욱더 개선하고 있었다. 개선 방안으로는 첫째, 교사의 작은 열정과 구성원 간 철학의 공유와 함께 자발적인 공동체 의식을 통한 공동교육과정이 기획되어야 할 것이다. 둘째, 소규모 중학교 간 행사와 공동교육과정을 위한 고민을 함께 공유하고 개선해나가기 위해 공동교육과정의 범위를 확장하고 정교화시키는 과정이 필요하다. 셋째, 공동교육과정의 원활한 안착을 위한 교육과정의 자율성, 효율적인 시스템확보, 학생 개인의 특성과 개인차를 고려한 세밀한 지도 계획 등이 필요하다. 결론 이 연구의 결과는 소규모 중학교 체육 공동교육과정의 당위성과 내실 있는 운영의 필요성을 시사하고있다.

2008년 개정 특수학교 교육과정의 일반학교 교육과정으로의 접근성 고찰: 총론을 중심으로

이덕순 한국시각장애교육&재활학회 2009 시각장애연구 Vol.25 No.3

This research thesis studies the accessibility of the 2008 amended education curriculum of 'special' school curriculum to that of 'general' school curriculum focusing on the general guidelines to provide fundamental materials to enhance the quality of educational curriculum of 'special' school curriculum and to strengthen the accessibility to educational curriculum of 'general' school curriculum. In order to do this, the background for the direction of domestic and foreign special schooling and for the emphasis on the accessibility to general school curriculum was examined; and based on the generalities, the accessibility of amended educational curriculum of 'special' school curriculum to that of 'general' school curriculum was analyzed to accomplish the purpose of this thesis on the basis of the implications from the analysis. The particular analysis on the accessibility of general school curriculum on subject curriculum was limited to the level of comparing the general guidelines and particularities, and the research content was studied for through literary researches. The results of this research are as follows. Firstly, looking at the tendency of domestic special curriculum, in case of the Republic of Korea, general curriculum was the standard since the beginning of special curriculum, and differentiated the period of establishment and revision from general curriculum. With the dualistic system, there have been continuous efforts to reflect the particularity of special education in curriculum, and finally with the seventh revision of special school curriculum after numerous trial and error did the effort to promote accessibility to general curriculum begin. The tendency of foreign special curriculum shows that many countries are recently making continuous efforts for special education to have access to general education. Also, the background to placing emphasis on the accessibility of special curriculum to general curriculum can be found in the change in domestic and foreign environment for special education. Domestically, the broadening of inclusive education promoted the aim of improving the quality of special school curriculum and preparing for 'constant revision' system adopted in the 2008 revision of educational curriculum of special school curriculum operated as the major factor. Internationally, it is rooted in the search for the accessibility to general curriculum and the connection between general and special education curriculum. Second of all, after looking at the major revisions of generality and particularity, which is the subject curriculum, of elementary and middle school curriculum, it was found that the major revisions were reflected intactly in the revision of generalities of special curriculum, and even in particularities of subject curriculum. Particularities, however, exclude the basic curriculum of special school curriculum, and High School Specialized Vocational Subjects Curriculum . Moreover, after analyzing the accessibility to general curriculum based on the background and fundamental direction of 2008 revisions of special school curriculum and the constituting contents of general guidelines, it was concluded that in the case of the general guidelines of revised curriculum of elementary and middle school and special curriculum, other than the fact that the early childhood curriculum is included in the special curriculum, and that the organization, formation, and time (unit) allotment are added to the basic curriculum and the specialized vocational subjects of the elective curriculum, the overall organization and contents were common between the two. 본 연구는 특수학교 교육과정의 질적 제고 및 일반학교 교육과정으로의 접근성 강화를 위한 기초 자료를 제공하기 위해 총론을 중심으로 하여 2008년 개정 특수학교 교육과정의 일반학교 교육과정으로의 접근성을 고찰한 것이다. 이를 위해 국내외 특수교육 교육과정의 동향 및 일반학교 교육과정으로의 접근성 강조의 배경을 알아보고, 총론을 중심으로 개정 특수학교 교육과정의 일반학교 교육과정으로의 접근성을 분석하여 이에 대한 시사점을 토대로 연구의 목적을 달성하였다. 각론인 교과 교육과정에 대한 일반학교 교육과정으로의 접근성 분석은 총론과 개략적으로 비교하는 수준으로 제한되었으며, 문헌 연구를 통해 연구 내용을 고찰하였다. 본 연구를 통해 얻은 결론은 다음과 같다. 첫째, 국내외 특수교육 교육과정의 동향을 살펴보면, 한국의 경우에는 교육과정 제정 초기부터 일반학교 교육과정을 기준으로 하여 일반학교 교육과정과 제개정 시기를 달리하며 이원적 체제를 가지고 특수교육의 특수성을 교육과정에 반영하려는 노력을 끊임없이 시도하여 왔으며, 많은 시행착오 끝에 제7차 특수학교 교육과정 개정 시기부터 본격적으로 일반학교 교육과정으로의 접근성을 향한 노력이 시작되었다. 국외의 특수교육 교육과정 동향을 보면, 최근 많은 나라에서 특수교육 교육과정을 일반교육과정에 접근시키려는 노력이 계속되고 있다. 그리고 특수학교 교육과정의 일반학교 교육과정으로의 접근성 강조의 배경은 국내외적인 특수교육 환경의 변화에서 찾을 수 있다. 국내적으로는 최근 폭넓게 변화되는 통합교육의 확대로 인한 특수교육 교육과정의 질적 제고와 2008년 개정 특수학교 교육과정에서부터 도입된 ‘수시 개정’ 체제에 대비하기 위한 것이 주요한 요인으로 작용하였으며, 국제적으로는 많은 국가에서 일반교육과정으로의 접근 및 일반교육과정과 특수교육 교육과정과의 연계성 측면을 상당 부분 모색하고 있는 것에서 기인한다. 둘째, 초중등학교 교육과정 총론과 각론인 교과 교육과정의 주요 개정 내용을 살펴본 결과, 초중등학교 교육과정의 주요 개정 내용은 특수학교 교육과정 개정에 있어서 총론의 경우 그대로 반영되었고, 각론인 교과 교육과정에도 그대로 반영되었다. 다만, 여기서 각론의 경우 특수학교 교육과정의 기본 교육과정과 고등학교 전문직업 교과 교육과정은 제외된다. 그리고 2008년 개정 특수학교 교육과정의 개정 배경과 기본 방향 및 총론의 구성 내용을 중심으로 일반학교 교육과정으로의 접근성을 분석한 결과, 개정 초중등학교 교육과정과 특수학교 교육과정의 총론에 있어서 두 교육과정 간에는 특수학교 교육과정에 유치원 교육과정이 포함되고, 기본 교육과정과 선택 중심 교육과정의 전문직업 교과의 구성 및 편제와 시간(단위) 배당 기준이 추가된 것 외에는 전체 구성 체제 및 내용이 대부분 공통적인 경우가 많은 것으로 나타났다.