2007년 개정 한문과(漢文科) 교육과정(敎育課程)의 읽기 영역 분석 = Analysis of a reading sphere of The Curriculum of Korean Classical Chinese Education as amended in 2007

다국어 초록 (Multilingual Abstract)

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.