A Study on Changes in the Chinese Language Education Syllabus in 『国际中文教育中文水平等级标准(2021)』 - Focusing on the comparison between 『国际汉语教学通用课程大纲(2014)』and 『新HSK大纲(2015)』-

본 연구는 『&#22269;&#38469;中文&#25945;育中文水平等&#32423;&#26631;准(2021)』의 중국어교육요목의 체계변화를 살펴보고자 『&#22269;&#38469;&#27721;&#35821;&#25945;&#23398;通用&#35838;程大&#32434;(2014)』, 『新HSK大&#32434;(2015)』의 비교를 통해 상이함을 분석하여 한국인 학습자에게 적절한 중국어교육에 적용 방안의 토대를 마련하고자 하였다. 이를 위해 『&#26631;准(2021)』의 체계, 등급별 목표, 영역량정량기준을 『&#22269;&#38469;&#27721;&#35821;&#25945;&#23398;通用&#35838;程大&#32434;(2014)』, 『新HSK大&#32434;(2015)』과 비교한 결과는 『&#22269;&#38469;中文&#25945;育中文水平等&#32423;&#26631;准(2021)』는 국제중국어로서의 위상을 높이고 외국인 학습자에게 요구되는 중국어 수준이 더욱 높아짐을 알 수 있었다. 구체적으로 등급체계 변화에 따른 중국어 학습자에게 요구되는 중국어수준, 등급별 목표, 영역별 정량기준에서 고등단계의 변화가 많았다. 이는 『&#22269;&#38469;中文&#25945;育中文水平等&#32423;&#26631;准(2021)』에 기반한 HSK를 응시하고자 하는 한국인 학습자를 고려한다면 한국인 학습자를 위한 중국어교육에도 변화가 필요하다고 여겨진다. 특히 고등단계 수준을 위한 교육과정 및 교육, 평가 등에 고등단계(7~9급)의 어휘량, 문법항목이 반영되어야 할 것이다. 이후에 『&#22269;&#38469;中文&#25945;育中文水平等&#32423;&#26631;准(2021)』의 어휘요목, 문법요목에 대한 연구 특히 고등단계의 정량기준에 대한 연구를 통해 한국인 중국어학습자의 중국어교육에 반영할 수 있는 구체적인 방안이 마련될 수 있다고 여겨 진다.This study examines the Chinese education system reflected in 『&#26631;准 (2021)』, and compares and analyzes the differences between the previous Chinese education syllabus 『&#22269;&#38469;大&#32434;(2014)』and the Chinese education evaluation syllabus 『New HSK 大&#32434; (2015)』 It was intended to examine the future direction of Chinese education for Korean learners. As a result of the analysis, first, it was found that in 『&#26631;准(2021)』, the demand and level of Chinese language learners of foreign nationals were improved due to the advancement of the Chinese language education system. First, it was subdivided from the rating system and designed as a 3rd and 9th grade system. Second, the quantitative standards for each Chinese domain are similar to 『&#22269;&#38469;大&#32434;(2014)』 and 『New HSK (2015)』 to reduce the burden on learners. Third, after the official implementation of 『&#26631;准 (2021)』, the HSK evaluation also refers to it, and in order to optimize it considering the characteristics of foreign learners, it proceeds with the principles of ‘考&#25945;&#32467;合’ and ‘step-by-step learning’. The HSK evaluation is based on the current level 6 and will be changed to the level 9 system by adding an additional high level (levels 7 to 9). As mentioned above, the Chinese education system reflected in 『&#26631;准 (2021)』 through the comparison of 『&#26631;准(2021)』, 『&#22269;&#38469;大&#32434;(2014)』, and 『New HSK (2015)』 is ranked 3rd and 9th grade in the same way as the HSK evaluation system. It was found that the goal was to develop high-quality Chinese communication skills by presenting and upgrading the ‘theme performance mission’ and ‘Chinese communication ability’ in detail along with the system change. Through this, in the future direction of Chinese education for Korean Chinese learners, the curriculum system and evaluation advancement according to the change of the grading system, a study on the development of functions for each language area and the ability to operate comprehensively, and the grading system and learning contents for each Chinese area research is considered necessary.