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KCI등재 학술저널

한문과 학교문법서의 서술 방향 모색

2007 개정교육과정 중고등학교 해설서(한문) 강의 사례를 중심으로

We ascertain that the 2007 Revised Curriculum Guide of Korean Classical Chinese has reflected the academic research performance of the school grammar of Korean Classical Chinese so far. Based on the various critical recognition of one college student group majoring in Korean Classical Chinese education toward the contents of the Curriculum, which had been researched during the lecture in 2011, this essay endeavors to devise alternative proposals for their critical queries. We categorize our suggestions into four parts. First, the students’ grammatical recognition could be enhanced by presenting the factors grounded on the general grammar recognition and the distinctive grammatical elements of Korean Classical Chinese, respectively, in the intro. Second, the preciseness of grammatical description could increase the effectiveness of the students’ grammatical grasp, because the survey shows that the students express their difficulties of understanding when the grammatical descriptions are ambiguous. Third, the archetypal and obvious example sentences help the students understand grammatical contents more directly. we find that when an example sentence deviates from the school text or the students’ academic standards, the students’ academic efficiency decreases. Forth, Some grammatical issues could be resolved by additional description of grammatical elements, such as causative use of verbs, solo & multi functional aspects of mood particles, which are not included in the 2007 Revised Curriculum Guide. We hope that our research and suggestions to the students’ grammatical recognition could have a certain value for the compilation of a future school grammar text.

1. 서론

2. 문법의식과 한문문법 특수성 인식의 제고

3. 문법서술 표현의 엄밀화

4. 문법예문 제시의 적정성

5. 문법내용 요소의 추가

6. 결론

참고문헌

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