This study is first performed by researching the present conditions of Chinese characters to search for orientation of contents of Chinese characters. As a result, when Chinese characters in a broad sense are divided into Chinese character, words written in Chinese character, and Chinese writing contents of Chinese character and Chinese writing are being supplied through various methods. But there are relatively few contents that improve word power and make an active communication possible through words written in Chinese character. Although evaluation methods which are invented in game and multiple-choice questions applied to, there are lacks of contents that make immediate learning of self-evaluation possible using characteristics in learning on cyber. The learning through NIE and a few programs are therefore represented in this study to advance word power with a word written in Chinese character and evaluation methods on cyber. Especially, to perform immediate learning on-line Chinese characters can be grafted onto widely known programs. In the center of the learning through NIE on cyber among them this study shows a homepage that is developed personally. These Programs will make learning according to level of learners possible and make visitors react immediately because there are Chinese characters mode and Korean mode respectively.

The followings are criteria of the proper textbook in the age of cyber-education. First, all the contents teachers want to teach must be found in the course of doing the computer and be used through the downloading. Second, all the contents students want to learn must be found in the course of doing the computer and help students` learning. There are seven or eight Chinese Letters textbooks for the middle school students in the sixth Education Curriculum and each textbook has different contents. But it is difficult for students to study different contents of these textbooks together. So the Chinese Letters textbook for the middle school students in the age of cyber-education must be made to solve this difficulty. Also the textbook can be best if all the contents are found and used in the course of using the Internet at any time. To make the proper Chinese Letters textbook for the middle school students in the age of cyber-education, we need many other teachers` help. We hope teachers to hold their good teaching materials in common through the Internet.

Recent rapid growth of the internet has been urging our lives to change in a totally different directions from those of the past. Moreover Such a turn in civilization history is emphasizing and renewing the importance of Classical chinese Education in this era. To survive and lead in knowledge-based society, I thing that it is necessary to modify the contents, instruction method, and assessment that, We must create renovative methods from surroudings. The cyber education program proposed in this study consists of Han-ja(Chinese characters), Hanja-eo(chinese words), classical chinese Literature and various contents. The table for it as follows : The structure of Chinese Writing home pages can be summerized like this : Chinese characters, words, writigs, text books, the originals and interpretation, Q&A, open discussions, opinion-polls, guide of various kinds of tests and reference books ad other each other so that we can enhance the effectiveness of Instruction-learning. As compared with the other subjects, I think that Chinese Writing has lagged behind in terms of organizing cyber teaching-leaning materials, teaching-learning methods and assessment. But from now on, cyberspace for Chinese Writing education needs to be set up so that it can be a lively learning field that encourages students curiosity, motivation, self-directedness as well. Anthropologist, Clyde Kluckhorn said : "Immature modernization could kill the traditional culture while mature one could restore them" For I believe Classical Chinese education can take a in cultivating our traditional culture. In conclusion, We have to share our inter subjectivity to make competitive educational site through cyberspace.

Chinese character is forms of letters, which our ancestors first got access to and was the one and only letters in ancient East Asia. It was Korea where Chinese characters had spread its roots for the first time in the process of spreading to surrounding nations. And therefore, as a form of letters which was with the long history of the Korean race, it became the parent body of Korean language, and became Korean vocabulary itself. Today, we are living in the age where all it takes to write Chinese characters o computer is to just press the transfer key on the keyboard, even if you can`t accurate write the letter. The result of performing clinical testing in the fields of personal education apart from established system of education for around 8years by developing the drill sheets for the integrated study using the Chinese characters was that the abilities of the students grow. It was significantly proven that the student who had used Chinese letters since their elementary school years naturally stand out in language abilities in high school and tend to possess excellent ability in understanding the surrounding and creativeness. The 21st century is the age of intelligence informatization, and children today are the main leaders of the 21st century. Learning of Chinese characters through integrated study of the children whose brain would actively develop will be highlighted as a new genre of education.

The purpose of this research is to increase the need for Chinese character education through the teaching of Chinese and Japanese versions of Chinese character pronunciation, and also the modern, simplified versions of Chinese characters that are used in both China and Japan today. A practical problem with the current method of Chinese character education in Korea is the fact that the Chinese pronounce the characters differently. Its also common for one who has learned Chinese characters in Korea mot to be able to read actual Chinese newspapers or billboards. To solve these two problems, classes were given using 1,428 chosen Chinese characters that are used in Korea, China, and Japan alike. The results are as follows. 1.Parents of students wish for their children to learn Chinese characters, mainly because they feel it necessary for daily life, and because they feel there is a need to keep neighboring countries, such as China and Japan, in mind. In addition, they wish for the students to be taught the pronunciations of the common characters used in Korea, China, and Japan, as well. 2.The students feel it necessary to learn the different pronunciations of Chinese characters, in addition to our own, for future trade and relations with China and Japan. 3.In relation to the depth and area of pronunciation studies, parents and students alike showed positive responses to the category marked Learning only the characters that are used in all three countries. This seems to showed desire to learn only the basic characters, in order to become not unfamiliar with the Chinese and Japanese language. 4.The students showed very positive responses about learning the pronunciations of common characters used in all three countries of Korea, China, and Japan, and the modernized versions of Chinese characters as well.

Now I’d like to abstract the statement as far and reach the conclusions by making clear the basic direction, of it’s characteristics, significance in the History of Korean Confucian Studies. Seong-Ho not only accepted the previous seience itself as private person 60 more years but also try to criticized the reality of politics, laying stress on the ratiinal innovation of real policies. He didn’t obey blindly ready-made congnition system, because of his objectified attitude for recognition of object, so he pursuited the rational congnition in accordance with reality. This attitude is a kind of characteristics and basic elements of his realistic development in Confucian studies. Therefore, I’d like to overview interpretation of Confucian classical canons which is basic element of his study. First, Seong-Ho emphasized that a man who studied the Confucianism ought to rearch for the original Confucianism with the attitude of throughout rearch for original understanding. If possible, as one want to study the classical canons of Confucianism, not only acquainted with the meaning of canons and supporting evidence, but also, not adhere to the previous interpretation. So it would be helful for researching the real problems. Seong-Ho insisted that scholia and prose poem never helful for real benefit, at same argument on Lee-Qi(理氣) would be more important things than any others. On this stand-point, it means that Confucian studies ought to return to the original Confucianism as a attitude for studing confucian canons. Second, Seong-Ho insisted that method for interpretation of Confucian canons would be more clear by means of historical research and meaning of worlds. This is cleary differentiated characteristic of Seong-Ho Confucian studies, compared with general way of thingking at that time which blindly followed the Zhu-Xi`s(朱喜) annotation. The other world, He made an effort to reinterpretated the classical canons, refered various theory, not depend on only one theory. Third, It was noted that the cardinal point of Seong-Ho’s studies was a means of manage and benefits for practical use, that is to say, ultimate goal in of Seong-Ho’s studies was benefit for pracrical use. I think characteristic of Lee-Yik’s view on the study of classical canons itself, rather consider it as a means of study, because his emphasise on the practical use and practice. This specific feature of Seong-Ho, Lee Yik’s was concreatly appeared in the Jil seu for the Four Books.

TOEGYE(退係)(LEE HWANG;李滉), a great philosopher and educator of Josun Dynasty, lived in the mid-16th century. As he grew in the good environment, studied philosophy very hard, perceived the Principle of the Cosmos and the Nature. The philosophy of TOEGYE is called SUNGRIHAK(性理學), so he explained that the Cosmos is made up of IKIIWONLON(理氣二元論) based on LI(理) and KI(氣). LI, the origin of the creatures, is the same with SUNG(性), the origin of the Cosmos. Above all, human beings made much of GYUNG(敬) which cultivated his spirit. After he was 50 years personality, he emphasized that we, human beings, had to observe propriety and morality, love his children, be dutiful to his parents. Husband and wife had to respect each other. Especially, they maintained the harmony of their homes. His Educational Thought is, first of all, to set human`s steady purpose in life, to perform his personality, to respect individual character, to render aid to the poor in charity, to get rid of the excessive greediness, to be economical, and to love the nature. He used a method of the Conversation or a method of the Question and Answer to teach his pupils. However, In case of having no answer, he corresponded with his pupils to catch question. We have to follow Toegye`s Educational Thought based on the cultivation of the Personality, a steady will, the performance of Morality and Propriety(孝) and his economical spirit, he was dedicated to the education of the young.

Classical Chinese and English are grammatically similar. So We can learn classical Chinese by using English grammar which we have learned for a long time. There are many kinds of word classes in English and classical Chinese but only noun and verb are analyzed in this paper. The Chinese noun`s usage is similar to that of English in word order. But there are different forms in their shape of a word. Chinese noun does nor change its`form although it is moved to the other part in the sentence and the case is changed. On the other hand, English noun changes its` form according to singular plural and case. Chinese verb does not change its` form like English even though number and tense are changed. Except for this, there are many resemblant shapes of using verbs between Chinese and English. We can find out the usage of transitive intransitive auxiliary verb awarding verb causative verb and be have verb is very similar. The western people are accustomed to logical and analytic thinking. They like to classify somewhat. But eastern Chinese people do not so. they like to be significant inclusive and adaptable. We can also find out the perceive difference between the two in their language habits.

The Han dynasty was the birth-period of calligraphy, the sprouting times of calligraphy theory, and the quickening period to investigate Chinese characters. This was not a coincidence. Calligraphy theory came from the cause that people looked at calligraphy as an art. As a result, it has influenced the field of researching characters, explaining theories about characters themselves, and cultural concerns about the transformations of characters since that period. This paper, as a basic work of researching letters, has summarily studied the books, the expansion steps, and the researching origin about the theories of letters before 『ShuoWenJieZi(設文解字)』. These studies, being grounded on the viewpoint of calligraphy history, will be the key point in investigations about the connections between the writing theory and the writing skill that were born at the same time with the theories of letters in the Han dynasty. The main points of this paper can be summarized in the following ways: 1. The central point of the theories about the letters before 『ShuoWenJieZi(說文解字)』written by XuShen(許愼)is 『The book: CangJieBian(倉趙編)』. 2. The theories about the letters in the Han dynasty are closely connected with the historical events of the Qin(泰) dynasty. 3. The studies of characters in the Han dynasty had been developed by the scholars who dreamed of the revival of classical literature. 4. The studies of characters in the Han dynasty had been developed in company with the studies of ancients books. 5. 『ShuoWenJieZi(說文解字)』written by XuShen(許愼) means the colligation of the LiuShu theories(六書設) existed in the Zhou(周) dynasty, and it can be said to be the cornerstone of the theoretical development of Chinese characters.

The purpose of this thesis is to find out the facts of the course of Chinese language in North Korea by analyze the North Korea`s Chinese textbooks. After liberation from Japan, North Korea abolished the course of Chinese character was brought in the school education again. The system of Korea`s Chinese textbooks is different from South Korea. South Korea`s Chinese textbooks seperates Chinese letter, word, and sentence part. And it opens like study Chinese letter and word and comprehend the Chinese textbooks. North Korea`s Chinese textbooks is the same about study Chinese letter and word, but the body content is almost the combinative use of Korean and Chinese character. In North Korea`s Chinese textbooks, the style of the combinative use of Korean and Chinese character has through this, it is composed of to know the Chinese language. South and North Korea are the unitary race. So it is impossible to abandon our inherent cultural experiences in common. The study of Chinese textbooks is important to understand South and North Korea hold in common. From now on, we can recognize the value of Chinese as combination of our race`s language and culture, and should study it more precisely and properly.