1) The reason we cannot have our language and culture in full bloom without knowing Chinese characters is that the Korean language has been formed in a specific geographical configuration and in a special historical and cultural background. 2) If only we know a small amount of the basic Chinese characters we use in our day-to-day use of our language, we can utilize the knowledge with great convenience for our lifetime. In this respect, it is only imperative that we support the policy of simultaneous use of Chinese characters. 3) Chinese is an ideographic language which consists of letters with their own meaning. Therefore, the Chinese transcription `Han-kuk` meaning Korea may well carry the meaning over to the person of any Far-East nations who knows Chinese characters even if he or she doesn`t know how to pronounce the word correctly in the original pronunciation. 4) Chinese characters, even though they compose the very nucleus of the vocabulary of our language, are being less and less studies these days, so it is only appropriate that we take the option of using Chinese characters simultaneously. 5) Given the particularity of our linguistic history or the pragmatic usefulness of its nature, the simultaneous use of Chinese characters is a mandatory event, so that the government documents, traffic signs, and the national registration cards should use Chinese characters simultaneously as a positive, relevant education starts at elementary school levels. 6) Gollege students barely read Chinese words like `Hon-kuk` or `Chol-hak` and are not able to refer to the books of the professors and don`t understand the lecture when the Chinese words are written on the blackboard so they avoid taking such courses. This indicates that our Chinese education up to now is a sore failure. 7) Considering that the structure of Korean morphology consists of both Korean and Chinese in its arbitrary way, the linguistic awareness of Korean plus Chinese could be a desirable view of our modern language. Therefore, the need of simultaneous use of Chinese characters on government documents and traffic signs should be acutely felt to smoothen our life of written communication, and by means of realizing that Chinese education can be very fruitful, we should plan to implement it early at elementary school levels. 8) In the governmental dimension the policy of language education should be renovated to the extent that the curriculum of elementary school Chinese will result and that the textbooks will be developed based on the theory of text, along with the improvement of teachers` ability to teach the subject concerned. So if we run the course in a regular curriculum beginning with the first grade the literacy of the whole program will surely jump up to meet the goals of our expectation.

King Sejong created Korean characters so that the general public could express their thought freely in written communication. This is unique in the history of mankind, but as much of the vocabulary of our language consists of loan words from Chinese it must be confusing if we use only Korean characters because there will be no good ways for us to tell the difference between a great number of Chinese homonyms that we coined or borrowed. Therefore we have fostered a culture where we use both Korean and Chinese characters to minimize the possible confusion. A good look at the present Elementary School Curriculum will tell us that simultaneous teaching of Chinese characters is more or less optional, so we elementary teachers have had this option reflected on our classroom teaching. Entering a new age of simultaneous use of Chinese characters, we teachers need to know what actually happens in the classroom to teach Chinese letters and to indicate the directions for adequate teaching. The most important purpose of simultaneous teaching of Chinese characters at Elementary School levels is to help students exercise their brain, expand their thinking and know how to pick up exact words in the context, as well as inculcating good personality. No one will discount these benefits of simultaneous use of Chinese letters. Until recently, Korea has run its national system and nurtured its culture through the Chinese transcription. Therefore, passing on and developing the rich linguistic legacy will undoubtedly result in maximizing the potential of our nation. However, as the power system changed, our country`s literacy policy changed too often, which we know caused confusion. Also, in the dimension of national education, some narrow-minded policies led us to the path of localism. It is thus more than imperative that we teach both Korean and Chinese letters to our children since we live in the 21st century and in the Global Village. For the program to be successful, priority should be given to the awareness of the pedagogical importance by the principals and their assistants who are the managers of the education in the field as well as to the implementation by the teachers in the classroom aided by a variety of off-the-job training programs, seminars and symposiums. The government should establish an educational policy to get people to make use of Chinese characters which account for 70 percent of our day-to-day use of written language. In sum, starting from the Elementary School education, teaching Chinese Characters should be included in the regular curriculum and there must be a simultaneous use of this graphic system in the Korean textbooks, which will in time instill the notion of efficiency and economy.

The recent development of information technology is transforming and redirecting our life into a new one radically different from the past, and such transition in the history of human civilization puts a new meaning on today`s mission of Chinese literacy program in Korea. Now the Chinese literacy education should set up a new set of goals and attempt to improve the methods of teaching and learning in addressing those essential problems including the restoring of the lost ethnicity, the healing of the inveterate social illnesses, and the creative development of the national spirit. Once we are in the age of simultaneous use of Chinese characters in Korea, the teachers of Chinese characters and Literature in highschool should bear in mind the following objectives: First, we should teach the students so that they may help our nation become a strong economy. Second, we should teach the students so that they may have the two Koreas reunified. Third, we should teach the students so that they may better served the tourists from abroad. Fourth, we should teach the students so that they may make our country a local center for knowledge and information. Finally, we should teach the students so that they may help make our spiritual and cultural potential better known to the world. In order to implement the goals in the specific situations, this paper made a survey on the personal opinions of both the teachers and the students and on the possible measures for improvement toward the problems of Chinese literacy education in highschool, and proposed a step-by-step method of teaching Chinese characters and literature for an effective implementation in highschool. As an introductory step dealing with the basic principles, the first step covers the teaching and learning of radicals, of penmanship, of and of reading. As a step for understanding and activating, the second step deals with resources teaching and learning, coinage teaching and learning, mind-map teaching and (earning, NIE(Newspaper in Education) teaching and learning, etc. As a unified level, the third step includes exploration teaching and learning, creative teaching and learning, cooperative teaching and learning, team-teaching methodology, and cyber teaching and learning. Thus the curriculum in highschool will be able to double its educational effect not only on the personal development of the students but also on the national benefits. In the age of simultaneous use of Chinese characters, the teaching of Chinese characters and literature in highschool should search for varied methods and approaches so that we may write a new chapter in which we are able to develop the benefits of our geographical location in the center of the Chinese-character culture zone and to contribute to the prosperity of our nation, the peaceful co-existence of the Far-eastern countries, and the enhanced level of spiritual and cultural awareness of the Globe. For this common purpose all levels of formal education from elementary school to college as well as research institutes should participate in this literacy program with a shared spirit.