교과서는 교육과정에서 제시한 교과의 목표를 도달하기 위해 저자가 교과 내용을 선택하고, 이를 효과적으로 교수-학습할 수 있도록 삽화 등을 삽입하여 만든 학습 자료이므로 교과의 내용뿐만 아니라 삽화도 매우 중요하다. 그러나 삽화의 교육적 유용성과 중요성에도 불구하고 한문교과서에 삽입되어 있는 삽화에 대한 분석 및 평가가 全無하였다. 따라서 본고는 2007년 개정 교육과정에 따라 집필되어 현재 사용되고 있는 15종의 중학교 『漢文』 1 교과서의 본문에 삽입된 삽화의 오류를 분석해 보고, 이를 통해 현재 개발 중인 2009년 개정 교육과정에 따른 한문교과서가 더 좋은 교과서가 되도록 一助하고자 한다. 2007년 개정 교육과정에 따라 집필된 중학교 『漢文』1 교과서가 다양한 방식의 삽화와 색상을 활용하여 제작한 것은 매우 긍정적인 현상이다. 그러나 몇몇 교과서에는 삽화와 본문의 내용이 不一致한 곳이 있고, 삽화자의 본문 내용 이해 부족에서 오는 誤謬와 전통문화 등 상식 이해 부족에서 오는 오류 등이 발견되었다. 이러한 오류는 삽화로서의 기능을 제대로 할 수 없을 뿐만 아니라, 오히려 학습자들에게 혼란과 誤槪念을 줄 수 있다. 또한 교과서에 삽입된 삽화가 아무리 훌륭하다고 하더라도 학습자의 발달 단계나 본문 내용과 연관성 등을 고려하지 않으면 교육적 효과를 거둘 수 없다. 따라서 한문과 교과서에 수록된 삽화는 그 자체가 담고 있는 역사적 사실성과 본문 내용과의 연계성, 그리고 전달하려고 하는 내용의 정확성 등을 신중히 고려하여 선택되고 삽입되어야 한다. 이런 점에서 볼 때, 교과서의 저자는 교과서의 삽화를 선정하여 삽입할 때에는 揷畵者와 만나 현재의 교육과정이 지향하는 가치뿐만 아니라, 삽화가 교과서의 내용과 일치하는 지 등을 신중히 고려하여야 한다.

A textbook is a learning material that the authors write by selecting contents of the subject and adding illustrations and other supplementary information for effective teaching‐learning and ultimately for achieving the goals of the subject specified in the National Curriculum. Despite the educational usefulness and importance of illustrations, few analyses and evaluations have been made on illustrations used in Sino‐Korean textbooks. Thus, this study purposed to analyze errors in illustrations contained in 15 kinds of middle school Sino‐Korean I textbooks that were written according to the 2007 Revised National Curriculum and were currently used in school education, and to contribute to the quality of new Sino‐Korean textbooks being developed according to 2009 Revised National Curriculum. Middle school Sino‐Korean I textbooks written according to the 2007 Revised National Curriculum contain color illustrations for helping students understand the contents of the textbooks. Thus, the importance of illustrations increased in the textbooks. Illustrations are 2D visual materials including figures inserted in the middle of texts that describe scenes related to the texts for supplementing the contents of the texts and helping learners understand the texts. Even if fine illustrations are used in Sino-Korean textbooks, however, if they do not match the contents of the texts, they cannot function properly and even they may cause confusions and misconceptions to the learners. Moreover, however great the illustrations inserted in textbooks are, they cannot produce educational effects if they do not reflect the learners’ developmental stage or relevance to the contents of the texts. Middle school Sino‐Korean I textbooks written according to the 2007 Revised National Curriculum used illustrations of diverse styles and colors. Despite the very positive trend, however, we found errors such as ‘disagreement between illustrations and their corresponding texts,’ errors from the illustrator’s lack of understanding of the text, errors from lack of common sense in traditional culture, etc. Accordingly, illustrations contained in Sino‐Korean textbooks should be selected and used carefully in consideration of connection between historical facts depicted by such illustrations and the contents of the corresponding texts, the accuracy of contents to be conveyed, etc. In this sense, when selecting and adding textbook illustrations, the authors and the illustrators of the textbooks should meet each other and discuss carefully the values pursued currently by the curriculum and whether the illustrations are consistent with the contents of the textbooks.

A textbook is a learning material that the authors write by selecting contents of the subject and adding illustrations and other supplementary information for effective teaching‐learning and ultimately for achieving the goals of the subject specified in the National Curriculum. Despite the educational usefulness and importance of illustrations, few analyses and evaluations have been made on illustrations used in Sino‐Korean textbooks. Thus, this study purposed to analyze errors in illustrations contained in 15 kinds of middle school Sino‐Korean I textbooks that were written according to the 2007 Revised National Curriculum and were currently used in school education, and to contribute to the quality of new Sino‐Korean textbooks being developed according to 2009 Revised National Curriculum. Middle school Sino‐Korean I textbooks written according to the 2007 Revised National Curriculum contain color illustrations for helping students understand the contents of the textbooks. Thus, the importance of illustrations increased in the textbooks. Illustrations are 2D visual materials including figures inserted in the middle of texts that describe scenes related to the texts for supplementing the contents of the texts and helping learners understand the texts. Even if fine illustrations are used in Sino-Korean textbooks, however, if they do not match the contents of the texts, they cannot function properly and even they may cause confusions and misconceptions to the learners. Moreover, however great the illustrations inserted in textbooks are, they cannot produce educational effects if they do not reflect the learners’ developmental stage or relevance to the contents of the texts. Middle school Sino‐Korean I textbooks written according to the 2007 Revised National Curriculum used illustrations of diverse styles and colors. Despite the very positive trend, however, we found errors such as ‘disagreement between illustrations and their corresponding texts,’ errors from the illustrator’s lack of understanding of the text, errors from lack of common sense in traditional culture, etc. Accordingly, illustrations contained in Sino‐Korean textbooks should be selected and used carefully in consideration of connection between historical facts depicted by such illustrations and the contents of the corresponding texts, the accuracy of contents to be conveyed, etc. In this sense, when selecting and adding textbook illustrations, the authors and the illustrators of the textbooks should meet each other and discuss carefully the values pursued currently by the curriculum and whether the illustrations are consistent with the contents of the textbooks.

Illustrations, visual materials, misconceptions, accuracy, connection