홍콩 국제학교의 중국어 제2언어 교육은 많은 관심을 받고 있는 분야로, 여러 국제학교가 외국 학생들이 다양한 문화를 접하고 이해할 수 있도록 다양한 교육을 제공하는 데 힘쓰고 있습니다. 중국어 제2언어 과정의 개설은 이러한 목표를 달성하는 중요한 방법 중 하나입니다. 그러나 상당수의 학자들은 한자의 교수 방법을 거시적인 차원에서만 설명하고, 초등학교 2학년 외국 학생의 특성에 대해 구체적으로 심층 연구하지 않았습니다. 따라서 연구자는 본 연구를 통해 국제학교 2학년 외국 학생의 한자 인식 능력을 향상시키는 데 도움이 되는 효과적인 방법을 탐구하여, 현재 국제학교 한자 교육 분야의 연구 공백을 메우고자 합니다. 본 논문은 질적 사례 연구로, 주로 수업 관찰, 교사와 학생의 인터뷰, 사전 및 사후 측정 텍스트 분석 등의 연구 도구를 활용하여 전선 중국어 교사의 수업 자료와 교사 및 학생의 인터뷰 의견 및 피드백을 수집하고 분석합니다. 연구 결과에 따라 한자 제2언어 교육에 대한 실행 가능한 제안을 제시합니다. 연구 자는 교사가 수업에서 연상 교수법을 사용하여 한자를 가르치고, 외국 학생이 자신의 흥미에 따라 과제를 선택해 수행함으로써 한자를 연장 학습하고, 수업 학습과 과제 강화를 유기적으로 결합하여 학생의 인식 및 식자 능력을 효과적으로 향상시킬 수 있다고 생각합니다.

The Chinese characters is a letter that is with the most primitive features and is even a dull letter since it took 5000 years to the advent of text hand we are using right now. If we think about Hangul: Korean alphabet which is a scientific letter was made in a generation, dullness of the Chinese characters can even more be highlighted. However, it is this dullness and the honest effectiveness that give the Chinese characters power since it accumulates cultural meanings, especially the meaning of literature, history, and philosophy through concrete shapes and historical precipitations of long time. This study tries to attract the aspects of literature, history, and philosophy inherent in the Chinese characters and to devise a new way to learn Chinese characters that can suggest a humanistic vision. This can simply be summarized as follows. First, the author identified the advantages and disadvantages of existing books with regard to the education of Chinese characters. While books focusing on grades are useful in learning Chinese characters in a short period of time, they can easily neglect the cultural values. On the other hand, while books focusing on cultural aspects let people learn the cultural values based on rich expertise, they are not useful in learning the characters and lack perspective to creatively inherit and develop culture through Chinese characters. Second, the author found out that we need humanistic perspective to avoid disadvantages and encourage advantages. In other words, humanities can converge various cultures focusing on human and can be a foundation to create new culture. And the humanistic elements in the Chinese characters (literature, history, and philosophy) can lead to a more intensified learning. Third, the author investigated principles and ways to draw the elements of literature, history, and philosophy in the characters. Radicals that take the major part of the Chinese characters are like the archetype that determined the language and imagination of people since they are the embodiment of objects closely related to human life. Chinese characters are not only the mean to record history, but also the historical event and fruit encapsulating the perception on the past affairs. Chinese characters show us the world view and the thinking system of ancient people in the East in their composition principles or operational principles. Finally, the author suggested an education method using literature, history, and philosophy focusing on the word '人': human. In a historical perspective, it is highly likely that the word is the embodiment of a person who works while bending his waste forward. And in a literary point of view, there are two poems included as an example that show a deep reflection on human existence. In a philosophical view, the author suggested his view concerning the definition on human. And for the convenience to learn Chinese characters, the author emphasized that the Chinese characters are the essential elements to understand the concepts of Korean by specifying important Chinese characters in the description with regard to literature, history, and philosophy. After that, Chinese characters associated with the word '人' were presented. In conclusion, the purpose of this study that explored ways to configure textbooks for Chinese characters using literature, history, and philosophy is to find out cultural values hidden in Chinese characters and to couple them in to the education of humanities required by the era. While this cannot be a methodology with a clear and specific framework, this can be flexibly used depending on the diversity of majors of teachers and the understanding of learners.