‘漢文의 讀解’는 ‘漢字와 語彙’와 함께 ‘漢文의 理解’ 領域의 核心 槪念으로 제시된 것이다. ‘漢文의 讀解’는 ‘일반화된 지식’으로 ‘문장을 구성하는 성분들 사이에는 일정한 결합 방식이 있다.’, ‘화자(話者)가 자기의 생각이나 느낌을 표현하는 문장에는 여러 가지 유형이 있다.’, ‘글을 이루는 단어, 구절, 문장은 뜻이 있는 단위들이면서 읽을 때 음의 변화가 일어난다.’, ‘한문은 글의 내용과 형식에 유의하여 읽어야 글을 올바르게 이해하고 감상할 수 있다.’ 등 네 가지를 제시하였다. 이 ‘일반화된 지식’들의 내용은 2009 개정 교육과정 ‘漢文知識’ 領域의 ‘文章’과 ‘讀解’ 領域의 ‘읽기’, ‘理解’의 내용과 일정하게 조응하는 것이다. 2015 개정 교육과정 ‘漢文의 理解’ 領域의 核心 槪念 ‘漢文의 讀解’의 범위가 2009 改定 敎育課程의 ‘讀解’ 領域보다도 더 넓음을 쉽게 확인할 수 있다. ‘漢文의 讀解’는 그 범위가 2009 改定 敎育課程의 ‘讀解’ 領域의 中領域 ‘읽기’, ‘이해’를 모두 포함할 뿐만 아니라 거기에 더해 ‘漢文知識’ 領域의 中領域 ‘文章’까지도 아울러 포괄하고 있는 것이다.
이글은 먼저 2015 改定 漢文科 敎育課程 ‘漢文의 理解’ 영역의 핵심 개념 ‘漢文의 讀解’의 內容 要素를 槪觀하고, 이어서 ‘漢文의 讀解’의 成就基準을 이전 교육과정 성취기준과의 비교를 통해 분석한 것이다.
Reading Comprehension of Classical Chinese is the main contents of Understanding of Classical Chinese Curriculum along with Sino-Korean Character and Vocabulary. The curriculum suggests four statement as ‘general acknowledgement’ as follows: (1) There is a certain formula to combine factors which consist of a sentence; (2) There are various kinds of style to express one’s opinion and feeling; (3) Words, phrases and sentences are not only units of meaning but also variables that cause changes in pronunciation when spoken; (4) It is necessary to pay attention to contents and style to understand and appreciate Classical Chinese writings properly. Those statements correspond to Sentence of the section of Background Knowledge of Classical Chinese and Reading of the section of Reading Comprehension of 2009 Revised Curriculum. It is obvious that Reading Comprehension of Classical Chinese in the section of Understanding of Classical Chinese of 2015 Revised Curriculum has wider coverage than Reading Comprehension of 2009 Revised Curriculum does, since the former includes both of the latter’s Reading and Understanding, as well as Sentence in Background Knowledge of Classical Chinese. To find this out, we’ll briefly review the contents of Reading Comprehension of Classical Chinese in the section of Understanding of Classical Chinese of 2015 Revised Curriculum, and analysis the achievement standards of the section compared to the counterparts of previous curriculum.
Reading Comprehension of Classical Chinese is the main contents of Understanding of Classical Chinese Curriculum along with Sino-Korean Character and Vocabulary. The curriculum suggests four statement as ‘general acknowledgement’ as follows: (1) There is a certain formula to combine factors which consist of a sentence; (2) There are various kinds of style to express one’s opinion and feeling; (3) Words, phrases and sentences are not only units of meaning but also variables that cause changes in pronunciation when spoken; (4) It is necessary to pay attention to contents and style to understand and appreciate Classical Chinese writings properly. Those statements correspond to Sentence of the section of Background Knowledge of Classical Chinese and Reading of the section of Reading Comprehension of 2009 Revised Curriculum. It is obvious that Reading Comprehension of Classical Chinese in the section of Understanding of Classical Chinese of 2015 Revised Curriculum has wider coverage than Reading Comprehension of 2009 Revised Curriculum does, since the former includes both of the latter’s Reading and Understanding, as well as Sentence in Background Knowledge of Classical Chinese. To find this out, we’ll briefly review the contents of Reading Comprehension of Classical Chinese in the section of Understanding of Classical Chinese of 2015 Revised Curriculum, and analysis the achievement standards of the section compared to the counterparts of previous curriculum.
