韓半島地區漢語教育制度及漢語教科書

Chinese Language Education System and Chinese Textbooks on the Korean Peninsula

陳嬿鈴(Yen Ling Chen)

《臺大華語文教學研究》 6期 (2018/08) Pp. 129-160

https://doi.org/10.6664/NTUTCSL.201808_(6).0004

摘要

全球化的社會，運用外語來溝通、學習新知來達到學習外語的目的，今使用漢（華）母語的人口為最多使漢（華）語，成為人們最熱門學習外國語言即是：漢（華）語。韓半島與中國緊鄰，深受母語為漢語的中國影響，未創《訓民正音》之前，韓半島先民用漢字來傳遞訊息之外，更借用漢字來標註音讀。高麗王朝（918－1392）始見教育制度，直到李氏朝鮮（1392－1897）更加確立制度、機構系統化設立，政府制定出官方必備的漢語教科書。李朝開創初期，受到明軍幫助，一統韓半島，建立李氏朝鮮。李朝對明朝廷外交採事大政策的關係，投入漢語教育不遺餘力學習並推動，確立學官機構。如：司譯院、承文院來選拔精通漢語的人才。李朝歷代君王命官員修訂、重新編纂漢語教科書，出現各類書籍。雖承繼前朝高麗的《老乞大》、《朴通事》漢語教科書，兩書也經多次修訂，內容也隨之轉變。至李朝末期，又經三、四百年，用字遣詞、生活習慣文化變化加劇，又有數本漢語教科書應運而生。對於前人文獻的整理回顧，筆者認為仍有開展之處：從內在、外在背景而論，李朝初期雖已創制《訓民正音》，韓半島地區漢字仍經常使用，有充分學習漢語的動機，源於李朝對漢政策、地緣位置；筆者淺見而論，筆者對於前人研究的漢語教科書定義及分類看法有所不同，進一步詳加闡明；從文獻資料紀錄而論，將文獻加以分類並說明其價值及用途，更瞭解當代人文風情、語言特色等面向，以期呈現漢語教育與漢語制度更完整的面貌。

關鍵字

漢語教科書 ； 漢語教育 ； 李氏朝鮮 ； 韓半島

並列摘要

In the era of globalization, people learn foreign languages to communicate with others and to acquire knowledge. Today, Chinese is the language with the largest native speaking population worldwide. Therefore, Chinese has become the most popular foreign language to learn. The Korean Peninsula, which neighbors China, is substantially influenced by the Chinese language. Before the introduction of the Hunminjeongeum, Koreans used Chinese characters to transmit messages and to denote phonetic readings. The first Korean education system was established in the Kingdom of Goryeo. It was firmly established during the Joseon Dynasty along with the systematic establishment of education institutions. In the Joseon Dynasty, Chinese textbooks were officially formulated. In the early Joseon period, the Korean Peninsula was united and the Joseon Dynasty was founded with the help of the Ming Dynasty Chinese military. The Joseon Dynasty adopted Sadaejuui as its diplomatic policy with the Ming Dynasty of China. The royal court was dedicated to learn Chinese and promoting Chinese education, establishing language-related official institutions such as Sayeogwon and Seungmunwon to select talents proficient in Chinese. The emperors of the Joseon Dynasty requested officials to revise and reformulate Chinese textbooks, leading to the emergence of various types of Chinese books. Nogeoldae and Park Tongshi, which were passed down from the Kingdom of Goryeo, were also revised several times, and the content was modified. In the late Joseon period, 300-400 years after the early Joseon period, the use of words, customs, and culture had changed dramatically in the Korean Peninsula; therefore, a number of Chinese textbooks were formulated accordingly during this period. This study reviews previous studies on this topic and found that further exploration is imperative. From the perspective of internal and external backgrounds, despite the Hunminjeongeum being created in the early Joseon period, Chinese characters were still commonly used on the Korean Peninsula; the strong motivation of its residents to learn Chinese can be attributed to the royal court’s diplomatic policy toward China and the geographic location of the country. This study presents views different from previous studies regarding the definitions and categorization of the Chinese textbooks in the Joseon Dynasty. We categorized Chinese textbooks and evaluated their purposes and value in order to deeply understand the culture, customs, and language characteristics during that period, thereby comprehensively presenting the Chinese education system in the Joseon Dynasty.

並列關鍵字

Chinese textbook ； Chinese Education ； Joseon dynasty ； Korean Peninsula