중국어교육요목 주제항목의 정합성 분석 - 『国际大纲(2014)』과 『新HSK大纲(2015)』을 중심으로 -

Abstract

Chinese Teaching Universal Curriculum (2014) and Chinese Proficiency Test Syllabus (2015) are the reference standards of Chinese teaching to Korean learners. This research aims at conducting a systematic analysis on the appropriateness of subject matters in the two syllabuses above. The research mainly focuses on the learning subjects on different levels in Chinese education syllabuses, explores the connection among subject matters, and discusses the appropriateness and integrity of subject selection.<BR> First of all, this research compared the two Chinese education syllabuses above with other foreign language teaching syllabuses in order to explore the connection between the learning objectives on different levels and the subjects of studying. Through the analysis, the conclusion was drawn that the continuity of both learning objectives and subject matters were relatively high but the integrity and connection of the two were low.<BR> Secondly, this research divided subjects of studying into general subjects and individual subjects. Then the appropriateness of the selection of subjects was discussed based on the level of learning. In general studying subjects, several subjects repeated on various levels. In individual subjects, similar ranges and matters of a subject also repeated on various levels. This might lead to the confusion in teaching and learning. This research holds the opinion that inappropriateness existed in the selection of subjects on every level and experts should be brought in to examine the appropriateness.<BR>Lastly, in this research, the integrity of the subject matters in Chinese education syllabuses was investigated on different levels. This part of research was conducted from three aspects including the arrangement of subject matters on every level, the integrity of the repeated subject matters, and the integrity based on linguistic knowledge.<BR>The result was drawn that the arrangement of subject matters on every level, the integrity of the repeated subject matters, and the integrity based on linguistic knowledge all showed a high continuity and a low integrity.<BR> In conclusion, different levels of the learning objectives and subject matters in Chinese education syllabuses featured a high continuity and a low integrity. In the future, amendment and complement should be made according to the connection of linguistic knowledge (such as vocabulary and grammar). Besides, opinions from experts must be referred to during the revision of the syllabuses and the appropriateness must be verified. Wish this research could lay a foundation for the future research of subject matter selecting in the Chinese teaching to Korean learners.