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A Plan for Integrated Instruction between Chinese Characters & Other Subjects - Focusing on ‘Chinese Characters I’ & ‘Ethics and Thoughts’ -
Journal of Korean Classical Chinese Literature
Abbr :
한문고전연구
2014, 28(1), pp.111-138
DOI :10.18213/jkccl.2014.28.1.004
Publisher : The Classical Chinese Literature Association of Korea
Research Area : Korean Language and Literature
2014, 28(1), pp.111-138
DOI :10.18213/jkccl.2014.28.1.004
Publisher : The Classical Chinese Literature Association of Korea
Research Area : Korean Language and Literature
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This study may be seen as reconstitution between subjects among curriculum reconstitution methods. For the education to improve creativity, which is future core educational ability, it is needed to design classes to increase creativity and comprehensive problem-solving capability through the integration of learners’ general experience and subjects, rather than delivering fragmentary knowledge of departmentalism. Students’ reaction to the integrated instruction is generally positive. There would be various methods such as vocabulary-, theme-, and core competence-centric as for the integrated instruction methods between subjects in Chinese character education, but this study is about the integration between ‘Chinese Characters I’ and ‘Ethics and Thoughts’ much overlapped with ‘Chinese Characters I’ and about the interdisciplinary integration method of integrating based on common learning contents within each subject standard of ‘Chinese Characters I’ and ‘Ethics and Thoughts’. To draw a teaching-process plan for integration instruction, first I found common elements to learn between two subjects by comparing purpose and content system of ‘Chinese Characters I’ and ‘Ethics and Thoughts’. And then I could identify the actual correlation between two subjects through analyzing ‘Ethics and Thoughts’ textbook content, among which I could identify a lot of contents of the finale ‘Significance of Ethical Thoughts and Social Thoughts’ and ‘The East and Korean Ethical Thoughts’ were directly correlated with ‘Chinese Characters I’. Making the teaching-process plan, I designed classes focused on the theme ‘an ideal world where a good king and good citizens live together’, by connecting ‘It’s six of one and half a dozen of the other’, among the idioms derived from ancient events that is the learning element of ‘Chinese Characters I’, with ‘rule by virtue and rule by force’ and ‘paradise’ that are the learning elements of ‘Ethics and Thoughts’. Instruction model was the JigsawⅡ model among cooperative instruction, which was designed to raise responsibility of group and individual by imposing 6 tasks to solve by expertise group.
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