This thesis suggests the research direction of educating morphology of Classical Chinese Grammar in Korea. This thesis mainly focuses on two things. First, developing Korean’s interpretation ability to the original text through the knowledge about morphology of Classical Chinese Grammar. Second, studying the way instructors teach Classical Chinese in morphological methods. In other words, we will look through the objects, contents, instructing methods and evaluation method of educating morphology. 1. The objects of educating morphology 1.1 Know the concept and type of morpheme. 1.2 Know the function and structure of morpheme. 1.3 Know the combination relationship of morpheme. 1.4 Know the concept and classification of a part of speech. 1.5 Know the principle of words formation. 1.6 Know the function of an expletive. 2. The contents of educating morphology 2.1 Theory of a part of speech 2.1.1 ‘A part of speech’ is the group of words with similar characteristics classified according to functions and meanings. Generally, words are classified by grammatical features. Grammatical features includes forms, meanings and functions. A group of words that are sorted by these features is called ‘A part of speech’, and the research about these groups of words is called ‘Theory of a part of speech’. 2.1.2 Words are grouped in ten parts in Korean school. Ten parts of speech are sorted to a substantive and an expletive. A substantive contains a noun, a pronoun, a numeral, a verb, an adjective and an adverb. An expletive includes a preposition, a conjunction, a particle and an exclamation. 2.2 Principle of words formation 2.2.1 Characteristics of ‘Classical Chinese words’ : ‘Classical Chinese vocabulary’ consists of ‘characters’, ‘words’, and ‘idioms’ in the respect of system of Classical Chinese. ‘Classical Chinese words’ are one part of ‘Classical Chinese vocabulary’ and make grammatical structure that contains the functions of words, phrases and sentences. In the system of Classical Chinese, ‘Classical Chinese characters’ are clearly different from ‘Classical Chinese words’. ‘Classical Chinese characters’ cannot make grammatical structures, but ‘Classical Chinese words’ make syntax structure of sentences. It is proper to say that ‘Classical Chinese words’ are di‐ or trisyllabic words in the system of Classical Chinese. 2.2.2 Classification of ‘Classical Chinese words’ : This study mainly focuses on ‘Written language’ before modern ages, and ‘newly made words’ after modern ages. 2.2.3 Classification of words by formation methods : In general, words are sorted to ‘Simplex’ and ‘Compound’. ‘Simplex’ consists of monosyllabic simplex and multisyllabic simplex. ‘Compound’ consists of compound, which is classified to an analogous term, a relative term and structural term, and derivative, which is classified to ‘root+affix’ structure and ‘affix+root’ structure. 3. Instructing method of morphology 3.1 When educating the organization of words, ‘Coined‐word‐segmentalization method’ is effective, and when educating the sort of words, ‘Language‐application method’, ‘Search‐out method’, and ‘Comparative‐learning method’ are effective. 3.2 ‘Instructing method through analyzing meanings of characters’ and ‘Instructing method through analyzing meanings of words’ are helpful to educating characters of Classical Chinese and words of Classical Chinese, respectively. 3.3 When educating multisyllabic vocabulary, ‘discussion, play‐a‐role method’, ‘comprehending‐through‐tales method’, ‘comprehending‐transformative‐use‐of‐vocabulary method’, ‘comprehending‐characteristics‐of‐onomatopoeic‐and‐mimesis method’ are effective to teaching idioms, compressive words, argot, and adjective words, respectively. 4. Evaluation method of instructing morphology Evaluation of instructing morphology about Classical Chinese should be done as an extension of ‘teaching and learning morphology’ Instructing morphology about Classical Chinese can be evaluated by following questions. “Can learners find, by on their own, grammatical functions, meanings and combination principles of morphemes through real materials?” And we can evaluate learners abilities of observation, judgement, analysis and synthesis in that process. In Korea, achievement levels and standards are developed, which are based on current curriculum of Classical Chinese subject in middle∙high school. So we studied evaluation method of instructing morphology by these criteria.

本論文是提示有關漢文文法形態論教育，在韓國所實施的研究方向的論文。藉著研究韓國人對漢文文法形態論的知識，如何有興趣地接近漢文原典，並提高解釋漢文的能力，而且站在教授者的立場，如何以形態論的方式給學習者教授漢文，是本論文的焦點。也就是說在本論文所研究的是形態論的教育目標、形態論教育的內容(詞性論、字彙形成原理) 、形態論教育論的教授法、形態論教育論的評鑑法等。 1. 形態論教育的目標 1.1 了解形態素的槪念及類型。 1.2 了解形態素的機能和意義構造。 1.3 了解形態素及形態素間的結合關係。 1.4 了解詞性的概念及其分類基準。 1.5 了解字彙(語彙)形成的原理。 1.6 了解虛詞的機能。   2. 形態論教育的內容 2.1 詞性論 2.1.1‘詞性（韓稱‘品詞’）’是按著字彙的意義及機能分類後，再以其共同性質分類出的稱為字彙。字彙是以普遍性的文法的特性分類的。所謂文法的特性是指形態（form）、意義（meaning）、機能（function）的特性。按此基準所區分的字彙群為詞性（品詞）,研究詞性的學問稱‘詞性論（品詞論）’。 2.1.2 韓國學校的文法把詞性分為１０種詞性，１０種詞性分為實詞與虛詞，屬於‘實詞’的有名詞、代名詞、數詞、動詞、形容詞、副詞等，屬‘虛詞’的有介詞（前置詞）、連詞（接續詞）、語助詞、感嘆詞等。 2.2 字彙的形成原理  2.2.1 漢字語的性格：現在所使用的語彙的概念來說，是單字、生詞、語詞、漢字語等的概念及其類似的概念詞語的統稱。 漢字語的性格在漢文體係來說，漢字語是與漢字，漢字語，漢字成語等所組成的‘漢字語彙’的一種分類，是包含漢文的單字、詞組、 句子的所有機能的文法構造。在漢文體係來說漢字與漢字語有著明確的區分。漢字來說它不具文法的構造，但漢字語是單字、語彙，又具統辭(文章)構造。在漢文體係裡，漢字語一般來說，只稱以２～３音節組成的語彙比較妥當。 2.2.2 漢字語彙的分類：在近代以前，是以‘漢文文語’裡出現的漢字語為中心，近代 以後，則以‘新生漢字語彙’為中心。 2.2.3 按單字的形成方法的分類：一般來說單字可分為單純語和複合語。單純語又分為單音節單純語及多音節單純語。複合語分為合成語及派生語，合成語又可分為類似語及相對語，具統辭（文章）的構造語。派生語又可分為具‘基本語＋接辭’構造的及‘接辭＋基本語’等。   3. 形態論教育論教授法 3.1有關語彙的教授法研究來說，利用單字的構造及‘造語法析法’等方法授課,對單字的分類及語彙（成語)來說，利用‘言語活用法’、‘索出法’、‘比較學習法’比較有效。 3.2對語彙的字義及語義有所幫助的教授法來說，有‘字義分析的指導方案’及‘語義分析的指導方案’。 3.3多音節語彙的敎授學習法來說，對‘成語典故’則可利用原有的‘討論學習法’、‘角色學習法’等的教授法。除此之外，具壓縮性的多音節的語彙，則可利用‘故事中心的學習法’、 具隐語性質的語彙，則可利用‘變化語彙來活用的特徵理解學習法’、具形容性格的多音節語彙，則可利用‘利用擬聲語及擬態語特徵的學習法’比較有效。   4. 形態論教育論的評價法研究 漢文（文言文）的形態論教育論評價，一定要在教授－學習的延長線上實施才可。 漢文及形態論教育論的評價，終極的來說，與其它的語言一樣，藉著形態素的文法機能及義意機能和結合原理等的實際資料，使學習者自覺的發現，並在其過程評價觀察力、判斷力、綜合力。 在韓國，形態論教育論評價法在現行的中高等學校的漢文教育科程為基礎，已開發了漢文科的成就基準及成就水準， 以此為中心察看了評價法。 4.1 中學漢文語彙領域的成就基準及成就水準 中學漢文教育科程的‘語彙’領域的教育科程內容及成就基準及單位成就水準，列表如下：4.2 中學 漢文語彙領域的成就基準單位成就水準的內容及體係 語彙領的成就基準單位成就水準的描述，與同其它教育科程領域一樣，其成就水準（上中下）間的質的差別時，‘上’水準使用‘能夠說明’、‘中’水準使用‘能夠說出’、‘下’水準使用‘能夠分析’等的行動動詞。而且在‘上’水準使用了‘區分’、‘活用’等的詞彙，與‘中’水準所要表現的達到的程度的差異，給予區別。

• 安載澈(檀國大學校) | Ahn, jae‐chul