韓國中國語教育的演變-以公立高中為例
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2019
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本研究從韓國課程綱要的脈絡來探討作為第二外國語中國語教育的演變。韓國在立國之後進入長達10年的教授要目期，在此時期高中的外國語課程設定了英語及第二外國語的課程編排，然而外國語課程綱要只制定英語教育，並無編排其他外國語的內容。此時期過後韓國進入七次課程綱要時期。第一次及第二次的課程綱要，中國語教育注重閱讀及寫作的教學，教材多使用中國文學作品；1970年起進入第三次課程綱要時期，開始注重語言的聽、說、讀、寫等能力；第四次課程綱要時期加入了基本字彙表，教學仍以繁體字和注音符號為主；第五次課程綱要時期教學方式轉向以溝通能力為導向，注重整體性的評量方式；第六次課程綱要則將中國語科目分為中國語(一)及中國語(二)，進行深化教學；第七次課程綱要的課程加入與中國文化相關的內容，協助學生理解中國文化。直至2015年止，韓國的課程綱要又經歷了三次修訂，以學生為教學核心，教材貼近學生的生活，來源更加多元，以期培養學生將所學應用於日常生活，具有以中國語和他人溝通的能力。
This research studies the evolution of Chinese language education through the review of South Korea’s national curriculum. After liberation from Japan, South Korea experienced a syllabus period for ten years. The foreign courses of high schools during this period of time seemed to set English and second foreign languages into their syllabus. However, the syllabus of foreign language only incorporated the English language, without including other second language course syllabus. After this period, South Korea underwent seven different changes of national curriculum change. The Chinese language education for the first and second curriculum change focused on reading and writing, with most teaching material being Chinese literary works. Starting from 1970, South Korea underwent their third curriculum change, starting to focus on listening, speaking, reading and writing. The fourth incorporated basic phrases but teaching was centered around traditional Chinese and Bopomofo. The fifth focused on communication and overall assessment. The sixth divided its curriculum into Chinese (I) and Chinese (II), incorporating in-depth education. The seventh included Chinese culture related content, providing students with understanding of Chinese culture. Up till 2015, South Korea experienced three other national curriculum amendments, which were learner-centered, with various teaching materials which are closely linked to student life. The objective is to allow students to incorporate what they learned into daily lives and allow them to communicate with others using Chinese language.
This research studies the evolution of Chinese language education through the review of South Korea’s national curriculum. After liberation from Japan, South Korea experienced a syllabus period for ten years. The foreign courses of high schools during this period of time seemed to set English and second foreign languages into their syllabus. However, the syllabus of foreign language only incorporated the English language, without including other second language course syllabus. After this period, South Korea underwent seven different changes of national curriculum change. The Chinese language education for the first and second curriculum change focused on reading and writing, with most teaching material being Chinese literary works. Starting from 1970, South Korea underwent their third curriculum change, starting to focus on listening, speaking, reading and writing. The fourth incorporated basic phrases but teaching was centered around traditional Chinese and Bopomofo. The fifth focused on communication and overall assessment. The sixth divided its curriculum into Chinese (I) and Chinese (II), incorporating in-depth education. The seventh included Chinese culture related content, providing students with understanding of Chinese culture. Up till 2015, South Korea experienced three other national curriculum amendments, which were learner-centered, with various teaching materials which are closely linked to student life. The objective is to allow students to incorporate what they learned into daily lives and allow them to communicate with others using Chinese language.
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韓國高中, 中國語教育, 中國語課程綱要, South Korea High School, Chinese Language Education, Chinese Language Curriculum