역사의 연구에서 사료에 관한 분석과 고찰은 가장 기본이라 할 수 있다. 하지만 사료 특히 고·중세의 사료는 현재 우리가 살고 있는 시대와는 다른 정치·경제·사회·문화·사상적 배경 아래에서 생성되었고 심지어 우리가 사용하지 않고 있는 언어로 기술되어 있다. 특히 중국 중세 왕조의 역사는 우리와는 다른 공간을 배경으로 할 뿐만 아니라 한문으로 기술되어 있다는 점에서 더욱 이해가 어렵다. 이 때문에 역사교사의 역할이 중요하다. 교사의 사료에 대한 깊은 이해와 식견은 학생들이 생동감 있게 역사를 학습할 수 있게 할 뿐만 아니라 역사에 관한 흥미 또한 제고할 수 있게 해줄 것이기 때문이다.
2015년 <동아시아사> 교육과정 가운데 중국 중세의 역사 기술에 대해 분석해 보면 중국 중세 왕조에서 사회를 유지하고 있었던 율령과 유학에 중점을 두고 있고 해당 교육과정을 적용한 교과서도 이들을 중심으로 서술하고 있다. 교과서의 내용은 율령에 치우쳐 있고 유학 관련 내용도 과거제나 학교 등 제도사적 측면에서 기술되어 있다. 그러나 중국 중세의 역사에서 율령만큼이나 중요한 것이 유학의 예제이다. 율령이 인민을 지배하는 직접적인 통치 수단이었다면 유학의 중요 요소인 국가례는 정당성과 권위를 이용해 인민을 간접적으로 지배하는 통치 방법이었다.
이에 율령 중심으로 서술되어 있는 교과서의 내용을 보완하기 위한 사료로 당 시기 국가례인 『정관례』를 학습 대상으로 삼았다. 또한 『정관례』가 기록되어 있는 고문헌인 『통전』·『구당서』·『신당서』를 소개하고 이 가운데 동시대의 역사서인 『통전』의 사료를 기초로 나머지 두 사료에 기술되어 있는 『정관례』의 특징을 분석하였다. 나아가 『정관례』를 기초로 고등학생의 사료학습 방법을 구상하였다.
The examination and analysis on historical materials are obligatory and constitute the basis of researches in history. However, the historical materials of the old and middle ages are different from those of present age, because they were created under different backgrounds in respect of political, social, economic, cultural, and ideological perspectives, and even, they are described in languages which are unavailable today. In particular, the history of the Middle Age in China had been evolved in the spaces and backgrounds different from ours, and further, it is written in ancient Chinese requiring efforts for interpretation and understanding. This necessitates the important role of instructors teaching history. Because, the thorough knowledge and deep understanding in historical materials of instructors will enable them to guide students into actual experiences of history as well as let students be interested in history further. From results of analysis on the curriculum of “History of East Asia” in 2015, the history, describing the Middle Age of China, focuses on the law and ordinance and Confucianism that maintained societies of dynasties in the Middle Age of China, thereby the textbooks, employing the curriculum, also describe the history of China by focusing on identical topics. Contents of textbooks are rather inclined to descriptions on law and ordinance, and the contents associated with Confucianism are also described in terms of institutional history comprising history of school or of state examination recruiting ranking officials by each dynasty. However, the regular rite of Confucianism is as important as the law and ordinance in the history of Middle Age of China. Contrasting to the law and ordinance, which were exploited for the direct ruling of people in each dynasty, the ‘National Rite’, which is an essential element of Confucianism, is counted as a means of indirect ruling of people through legitimacy and authority of each dynasty. Thus, the national rite of Tang Dynasty in China, the “Zhenguanli (貞觀禮)”, was employed in the present study as a historical material, to complement descriptions in textbooks of the history of East Asia. Besides, the old books (of history) of the Middle Age of China were introduced such as “Tong dian (通典)”, “Jiu Tangshu (舊唐書)”, and “Xin Tangshu (新唐書) wherein the “Zhenguanli (貞觀禮)” were included, and based on historical materials described in the “Tong dian (通典)” of the contemporary age, the features of national rite of “Zhenguanli (貞觀禮)”, which were described in the rest of two books, were examined. And further, based on descriptions in the “Zhenguanli (貞觀禮)”, the ways of instruction of historical materials for high school students were visualized.
The examination and analysis on historical materials are obligatory and constitute the basis of researches in history. However, the historical materials of the old and middle ages are different from those of present age, because they were created under different backgrounds in respect of political, social, economic, cultural, and ideological perspectives, and even, they are described in languages which are unavailable today. In particular, the history of the Middle Age in China had been evolved in the spaces and backgrounds different from ours, and further, it is written in ancient Chinese requiring efforts for interpretation and understanding. This necessitates the important role of instructors teaching history. Because, the thorough knowledge and deep understanding in historical materials of instructors will enable them to guide students into actual experiences of history as well as let students be interested in history further. From results of analysis on the curriculum of “History of East Asia” in 2015, the history, describing the Middle Age of China, focuses on the law and ordinance and Confucianism that maintained societies of dynasties in the Middle Age of China, thereby the textbooks, employing the curriculum, also describe the history of China by focusing on identical topics. Contents of textbooks are rather inclined to descriptions on law and ordinance, and the contents associated with Confucianism are also described in terms of institutional history comprising history of school or of state examination recruiting ranking officials by each dynasty. However, the regular rite of Confucianism is as important as the law and ordinance in the history of Middle Age of China. Contrasting to the law and ordinance, which were exploited for the direct ruling of people in each dynasty, the ‘National Rite’, which is an essential element of Confucianism, is counted as a means of indirect ruling of people through legitimacy and authority of each dynasty. Thus, the national rite of Tang Dynasty in China, the “Zhenguanli (貞觀禮)”, was employed in the present study as a historical material, to complement descriptions in textbooks of the history of East Asia. Besides, the old books (of history) of the Middle Age of China were introduced such as “Tong dian (通典)”, “Jiu Tangshu (舊唐書)”, and “Xin Tangshu (新唐書) wherein the “Zhenguanli (貞觀禮)” were included, and based on historical materials described in the “Tong dian (通典)” of the contemporary age, the features of national rite of “Zhenguanli (貞觀禮)”, which were described in the rest of two books, were examined. And further, based on descriptions in the “Zhenguanli (貞觀禮)”, the ways of instruction of historical materials for high school students were visualized.
