어문정책과 한문교육정책의 변천 연구 -개화기부터 일제 암흑기까지- = Research Project Concerning the Transition of the Education Policy of Language and Chinese Composition -from the civilized age of Korea to the dark age under Japanese rule-

다국어 초록 (Multilingual Abstract)

The goals of this research are to examine the political problems of Chinese composition education in Korea through the transitional processes of Chinese composition education which was influenced by a language policy and to discover the true directions of such education. In 1896, three types(only in Hangul, both in Hangul and Chinese composition and only in Chinese composition) of `Korea`s Declaration of Independence` and `Hong-bum 14 Jo` ( It means 14 standard rules.) were promulgated. They are the first official documents written only in Korean since Hangul was invented. The Hahn-seong College of Education and other private schools with the modem educational system taught Chinese writing as an independent subject. In August, 1906, the Ministry of Education established the Elementary Curriculum Statute, and they also let the public school students study Chinese composition as an independent course. In April, 1909, with the revised statute, Korean and Chinese composition were put together as Korean. Because Japan reduced the use of Korean as a mother tongue and increased the use of Japanese. In 1910, after the Japanese annexation of Korea ( after the loss of sovereignty), the Japanese Government-General Museum of Korea let the use of Hangul-Chinese composition be reduced in the curriculum. Also they let the Koreans study Japanese as their mother tongue. And then, by the new Elementary Curriculum Statute promulgated on February 15th, 1922, Korean became an optional subject and Chinese composition was taught with Japanese. The course that Chinese composition education should take includes these provisions : First, the old idea that Chinese characters belong to Chinese culture only must be dismissed, and the understanding that Chinese composition is a common language of the East should be expanded. Second, through teaching basic Chinese characters from elementary education, the foundation by which desirable Chinese composition education can be attained should be formed. Third, in the next curriculum, a suitable number of lessons should be secured for the learning of the list of Chinese characters (that was limited to 1,800) to be successfully accomplished.