This paper presents the case of one key figure in the history of Chinese language teaching in Japan: Jin Guopu金國璞. In 1897, Jin Guopu was recruited as a Chinese teacher of Tokyo Kotosyogyo Gakko (Tokyo Commercial School) from Beijing. After he came to Japan, he had been teaching Chinese for 6 years. During his stay, Jin Guopu published a series of Chinese textbooks, which had a deep influence on the Chinese education in Japan, especially his advanced level Chinese textbook Tanlun Xinpian. This textbook filled the blank that there were no advanced level Chinese textbooks in Meiji-era. However, about Jin Guopu little was known, this paper tries to add to our knowledge of Jin Guopu and his Chinese textbook Tanlun Xinpian by analyzing newly found materials.

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.