本稿는 安養市의 一般系 D高等學校 2학년 3개학급 학습자들을 대상으로 漢詩授業의 認識 및 그 敎育的 含意를 분석했다.
학습자들의 본문풀이 결과, 학습지에서 신습한자를 漢字辭典처럼 구성하면 학습자들의 독해력과 창의력 신장에 도움이 되었고, 교사의 설명과 시범은 학습자들의 문제해결에 많은 영향을 주었다. 六色思考帽 技法을 적용한 한시의 감상활동 결과, 작품의 분석과 표현기교에 대한 감상의 수준이 높아서, 한시감상에 六色思考帽 技法이 적절했다. 諺文風月은 漢詩의 形式美와 作家의 力量을 체험 할 수 있는 심화활동이었다.
학습자들의 漢詩授業 認識을 I-STATistic을 활용하여 統計分析했는데, 性別이나 授業前 成就 度는 한시수업의 만족도에 유의미한 변수가 아니었다. 두 번째로 授業前 漢文敎科와 漢詩授業에 대한 關心度는 漢詩授業의 滿足度와 상관도는 낮고 인과관계는 없었지만, 수업후 한시수업에 대한 관심도는 유의미한 결과가 도출되었기 때문에, 한시수업은 수업전 인식과 수업후 인식의 변화가 뚜렷했다. 세 번째로 협동학습법이 학습자들의 선호모형으로 판단되지만, 適用授業模型에 따른 漢 詩授業 滿足度는 유의미한 차이가 없었다. 수업후에는 感受性 涵養에 교육적 의미를 찾을 수 있었 다. 따라서 교육과정상 한시단원은 반드시 수업에 적용해야 될 當爲性이 높았다.

This study analyzed perception on Chinese poetry classes and its educational implications by objecting to learners of 3 classes who were second grade of D High School, a general school, located in Anyang City.
As a result of analyzing learners’ text solving, it was helpful to reading comprehension and creativity development of leaners if composing Chinese character which would be mastered newly was composed like Chinese character dictionary, and explanations and demonstrations of teachers gave a lot of effects to problem-solving of learners. Regarding the result of analyzing appreciation activities on Chinese poetry, Six thinking hat technique(六色思考帽 技法) was suitable to Chinese poetry appreciation because appreciation levels on work analyses and expression skills were high. Eunmunpugwol (諺文風月: Korean alphabet poem) was a intensified activity by which formative beauty of Chinese poetry and writer’s competence could be experienced.
Researcher carried out a statistical analysis learners’ perception on Chinese poetry classes by utilizing I-STATistic, and gender or achievement levels before classes was not significant variable to satisfactions of Chinese classes. Second, altered perception before and after Chinese poetry classes was apparent because interest degrees on Chinese character subject and Chinese poetry learning before class had low correlation with satisfactions on Chinese poetry classes, and there was not causal relationship. Third, cooperative learning method was considered as a preferred model for learners, but there was not significant difference from satisfactions on Chinese classes according to application instructional model. Justification of certainly having to apply to classes in curriculum was strong because educational meaning to improve sensitivity after school could be founded out.

本稿以安养市一般D高中二年级的三个班学生为对象，分析了汉诗课的认识及其教育含义。 据学生解题结果，练习题集如果将新习汉字像汉字辞典一样组成，就有助于提高学生的解读能力 和创意力，教师的说明和示范会对学生的解答至于很大影响。据汉诗的欣赏活动结果，对作品的分析 和表现技巧的欣赏水平有所提高，六色思考帽技法非常适合于汉诗欣赏。谚文风月是能够体验汉诗的 形式美和作家力量的深化活动。
利用I-STATistic统计分析了学生对汉诗课的认识，性别或上课前的成就度对汉诗课的满意度来 说并不是有意义的变数。其次，上课前对汉文教学和汉诗课的关心度与汉诗课的满意度没有因果关 系，汉诗课的上课前认识和上课后的认识有明显变化。再次，虽然协同学习方法是学生喜欢的模式， 但是采取何种上课模式对汉诗课的满意度没有多大关系。上课后，可在感受性涵养中找到教育意义， 所以必须适用于教育过程中。

Ⅰ. 緖論
 Ⅱ. 授業前 分析과 硏究 方法
  1. 授業前 分析
  2. 硏究 方法
 Ⅲ. 漢詩授業의 實在
  1. 漢詩授業의 設計 및 適用
  2. 學習者의 活動 結果
 Ⅳ. 漢詩授業 認識에 대한 統計分析
  1. 學習者의 漢詩授業 認識에 대한 假說 設定
  2. 學習者의 漢詩授業 認識에 대한 統計分析 結果19)
 Ⅳ. 結論 및 提案點
 ▮參考文獻 Reference
 ▮中文摘要
 ▮Abstract

• 李聖炯(한국 안양 동안고등학교 교사) | Lee Soung-hyung