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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2019.12
- 수록면
- 1 - 21 (21page)
- DOI
- 10.24285/CLER.2019.12.30.1
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초록· 키워드
오류제보하기
Korean learners who want to learn Chinese have more difficulty in reading and writing than listening and speaking in the learning process because Chinese characters become optional subject in Korean educational curriculum and there is no chance to expose them and learners become lack of basic Chinese character background. Even if they had taught Chinese education in high school, Chinese learners who don’t have enough experience in learning Chinese characters in the Chinese Pinyin-oriented curriculum introduce the English learning methods as it is.
A phonogram, English, has fundamentally different character traits from a ideogram, Chinese characters. Therefore, a differentiated approach is required from the word recognition process which is the beginning of literacy. However, most of Korean education combines literacy education focusing on research performance or theories of English in the common area of language.
Thus this study attempts to consider from a new perspective called ‘brain functional aspect’ in order to understand the literal characteristics of Chinese characters and find ways to effectively recognize the meanings of characters. China has already included Chinese character education into a whole brain education and has gone so far as to commercialize teaching methods for activating the right brain function centered on the semantic elements of Chinese characters. On the other hand, Korean education is unfamiliar with the study of brain function of existing teaching methods or brain-friendly methods.
The purpose of this study is to provide a stepping stone for the study of Chinese education on ‘brain function’ by examining the brain functional characteristics of Chinese characters based on the above contents and considering the methods of how learners can use the right brain function to recognize characters. As a result, we found that the phonogram and ideogram differs in functional areas of the brain through medical research and examined how the word recognition teaching can be developed to cause the activation of the right brain function based on the elements of characters, forms and meanings by analyzing the brain functional features of Chinese characters.
A phonogram, English, has fundamentally different character traits from a ideogram, Chinese characters. Therefore, a differentiated approach is required from the word recognition process which is the beginning of literacy. However, most of Korean education combines literacy education focusing on research performance or theories of English in the common area of language.
Thus this study attempts to consider from a new perspective called ‘brain functional aspect’ in order to understand the literal characteristics of Chinese characters and find ways to effectively recognize the meanings of characters. China has already included Chinese character education into a whole brain education and has gone so far as to commercialize teaching methods for activating the right brain function centered on the semantic elements of Chinese characters. On the other hand, Korean education is unfamiliar with the study of brain function of existing teaching methods or brain-friendly methods.
The purpose of this study is to provide a stepping stone for the study of Chinese education on ‘brain function’ by examining the brain functional characteristics of Chinese characters based on the above contents and considering the methods of how learners can use the right brain function to recognize characters. As a result, we found that the phonogram and ideogram differs in functional areas of the brain through medical research and examined how the word recognition teaching can be developed to cause the activation of the right brain function based on the elements of characters, forms and meanings by analyzing the brain functional features of Chinese characters.
목차
Ⅰ. 들어가며
Ⅱ. 뇌기능과 한자
Ⅲ. 우뇌활성화 한자 인지 방안
Ⅳ. 맺는말
【참고문헌】
【ABSTRACT】
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UCI(KEPA) : I410-ECN-0101-2020-720-000255880