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논문검색은 역시 페이퍼서치

문학교육학검색

N/A


  • - 주제 : 어문학분야 > 기타제어문
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1229-487x
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 11권 0호 (2003)

머리말

신헌재
한국문학교육학회|문학교육학  11권 0호, 2003 pp. 2-3 ( 총 2 pages)
1,000
키워드보기
초록보기
6,600
초록보기
This study looks into characteristics of government-issued Korean textbook which is based on the 7th National Curriculum. It has many differences with textbooks in accordance with the prior curriculum. Several Consideration is necessary to have the diversity of the subject matter of the literary works and freshness of activity. One thing is a mater of policy. The method to this is like this: Changing the government-sissued textbook to the certification or authorization ones, Making a study for `The study of Korean textbook` or `he study of Korean subject`. Establishing the permanent organization to publish the Korean textbook. Among these, second one has connected with the contents of Korean education. Therefore, the textbook should be published not by experience, but by theory. Considering the way of publishing the textbook with many sides, it can a good way to create an atmosphere for theorizing of textbook and literature. The inside aim of the textbook can be found through the accepted-phase of the literary works. This aim is already reflected on the 7th Korean textbook, but it is necessary to write in the text. Fist, select the literary work to raise the cultural literacy. Second, select the literary work that can give deep emotion. Third, select the literary work that enable the reading of several meaning. Lastly, be the literary work and study activity that lead the learning of meta-cognition.
7,400
초록보기
There are many viewpoints of variable discourses on the literature and literature education in literature textbooks. We are able to understand the intention and purpose of literature education through analysis of literature education which becomes accomplished actually from the classroom. Also. we could find out the answer what are problems and why come problems in literature education through textbook analysis. In this paper, I discussed what is and what must be literature textbook theoretically and what kinds of political powers intervene in literature textbook development. The high school literature textbook of 7th national curriculum looks progressive compares to previous textbook in viewpoint of writers, unit system. unit composition. and teaching-studying methods. But, They are not sufficient to embodies the objective of curriculum, also. Consequently, it needs that the effort of research on aims, contents, and methods of literature education, and reform of the general system of literature education.
7,300
초록보기
This thesis tries to analyze and evaluate the contents of literary works in the 7th curricular literature textbooks. The characteristics of works in new literature textbooks compared with those in the 6th curricular ones can e summarized as follows: 1. The latest literary works are selected in the new textbooks without limit to the time when they were written. 2. Literary works by left-wingers and writers and writers who have hone to North Korea are selected in the new textbooks. 3. Literary works by students and amateurs are selected. 4. Literary works by Third World writers are given consequences. 5. Literary works by compatriots in China and North Korean writers are selected. 6. Literary works by pro-Japanese writers are appeared. 7. Various kinds of literary works such as words of songs, interview scripts, newspaper and magazine articles, internet articles, cartoons, pictures and photographs are selected. 8. Many literary works in the 7th curricular literature textbooks become of less importance than when they were in the 6th curricular literature textbooks. But apart from such improvement, the new literature textbooks still have some defects in selected works as follows: 1. Too many works are selected to be covered in class, and there exist wide differences in selected works from textbook to textbook. 2. The importance of foreign literary works is decreased in new textbooks compared with those in the previous textbooks. 3. The disparity in balanced selecting literary works from various genres has not been corrected yet. 4. The number of ancient literary works is lessened in the new textbooks compared with those in the previous textbooks. 5. Some of the literary works in new literature textbooks and those in the national Korean Language textbook are overlapping.

학교 문학교육과 문학 교과서의 재조명 : 문학교과서의 해석과 활용에 관계하는 변인들

한귀은 ( Gwi Eun Han )
한국문학교육학회|문학교육학  11권 0호, 2003 pp. 121-152 ( 총 32 pages)
6,700
초록보기
The new factors of every literature textbook based on seventh curriculum are exactly the same. The factors are image texts. what are called global terms, activities using computer or other media, and forced rules that students must find a solution to the problem. It goes without saying that they come in pretty handy to students. Because image texts increase students` interests, global terms are applied to interpret literature texts, computer make students write and rewrite texts easily, and the many problems let students try to think about literature. But we could be the last to overlook this fact that the factors would do students harm. First of all, overflowing image texts let students lose any sense of literature. We must put students on guard against vanity and ambiguity of image. Besides, image involves and degenerates imiologie, so image must be read thoroughly. So-called global terms pretend to stand neutral but they originate in political and economical subordinate relationship. So we must apply the terms considering the origin of the terms. The activity such as writing and rewriting literature using computer leads to commodity fetishism. Writing is not montage or editing but very creative work. If students edit text easily through ready-made texts, that is not creative working. So we must teach media criticism. The problems about literature composing textbook operate matrix. The matrix control students and students come near losing capability appreciation of literature. So the problems must decreased and transmitted to guidance book. Literature education must resist temptation of reprinting. We have to develope literature textbook involving various factors bringing positive appreciation. Otherwise, students would be numb of literature.
6,500
초록보기
We read literatures because of the expectation that will do positive functions about life. This approves about educational functions of literature. In other words, the reason why we read literatures is the educational functions of literature and this goal is for trainingof desirable person. So we study about literature education. Why does the literature education need? We have to find the answer in human not in literature. Study literature mainly considers literature but literature has to regard both literature and human. When human is considered and studied seriously in literature education, the scientific system will be completed. Study of cognition which is the basicattribute is for the first step to that. Therefore the study of cognition in literature is not only review of literature and stratagem but time to suggest of new formal stratagem. That is recurred stratagem of circulatied - hierarchy. It has more problems for study of study human than study literature.

문학과 인간 발달 1: 문학교육과 인지발달 : 문학교육과 학습자의 발달 단계

염은열 ( Eun Yeol Yeom )
한국문학교육학회|문학교육학  11권 0호, 2003 pp. 185-207 ( 총 23 pages)
5,800
초록보기
The purpose of this study is to research what of students and how we should consider in our class for teaching our literature. For this purpose, it is necessary for us to comprehend students` development property of literary and other abilities for designing national curriculum and teaching literature in our class. The 7th Korean national curriculum (known as the curriculum by level) has been known by `the curriculum for students`. So, first of all we need to describe how much has been reflected on the development properties of students` literary abilities in 7th Korean national curriculum. The result of analysis, we have concluded that the development properties of students` literary abilities doesn`t have been reflected enough and properly in our national curriculum. We also knew teachers had had a heavy load to carry on relating this. The reason may be lacking of data for students, getting from real class. We proposed a hypothesis for getting data about the development properties of students` literary abilities. It is that the development of learner`s literary from of genre. According to this hypothesis, we proposed what kind of form or genre we teach in elementary school, too. To students in the lower level, the form of `Seolwha`(myth, legend and folktale) is useful and to students in the higher level. the form of biography (exactly speaking, the form of `Jeon` or `Kajeon` in Korean literature) is useful for writing exercise. Of course, after observation about reaction of students, this hypothesis will be revised and we will get some concrete data about the development properties of students` literary abilities.

문학과 인간 발달 1: 문학교육과 인지발달 : 문학인지 발달과 이야기 감상 교육

한명숙 ( Myong Sook Han )
한국문학교육학회|문학교육학  11권 0호, 2003 pp. 209-244 ( 총 36 pages)
7,100
초록보기
In this study, I suggest a hypothesis that it there exists literary cognition of operating for appreciation of narrative fiction. Readers operate three kinds of literary cognition of appreciating narrative fiction. First, readers should operate literary cognition of comprehension of story while they experience their narrative text. Second, they sometimes operate literary cognition to form the perspective of work. The three kinds of literary cognition of operating on appreciation of narrative fiction are organized in a grade system. This grade system of literary cognitions not only operate or develop according to procedure of experiencing narrative text but also have circulation each other. These literary cognitions promote reader`s response about narrative fiction. According to this hypothesis, I suggest some teaching method and strategy. First, IF teachers wish to promote literary cognition of comprehension of story to students, then teachers would share story telling with their students. Second, teachers can operate literary cognition for construction of fiction through dialogical method between student and teacher or among each students. Third, teachers can attempt to develop literary cognition of perspective of work to students by experience of intertextuality. Students can experience various intertextuality realated to other work and their own experiences and so on. My hypothetic suggestion is like rough rice yet. But if we agreed this literary cognition operated in experiencing literary fiction and teach students considering these, then we can anticipate the more effective teaching of narrative fiction.

문학과 인간 발달 1: 문학교육과 인지발달 : 동시 교육과 인지발달

김신정 ( Shin Jung Kim )
한국문학교육학회|문학교육학  11권 0호, 2003 pp. 245-270 ( 총 26 pages)
6,100
초록보기
The paper examines education of children`s verse and cognitive development focusing on `literature capacity`, while discussing how the literature works influences on the cognitive development, and analyzing the hierarchy of the education of children`s verse according to developmental stages. For doing this, this, this study examined musical factors of rhymes, acoustic development, the structure of implementation and development of memory, and the relationship between parable structure and imaginary development. The result of the analysis shows that the development of recognition, memory and imagination through the education of children`s verse tended to increase gradually according to each stage and age. In other words, the development of recognition is mainly shown by infants and toddlers of less than 4 years old, whereas the development of memory and concept is shown by children before school ages, and the development of imagination was inferred to be shown by children before school ages and children of primary schools. Based in these results, the study examined in details how identical data can bring about different educational effects according to each developmental stage, and accordingly discussed various methods of literature education and diverse influences.

도식성의 창작교육적 의미 - 이른바 "판타지" 소설을 중심으로 -

이주영 ( Joo Young Lee )
한국문학교육학회|문학교육학  11권 0호, 2003 pp. 273-298 ( 총 26 pages)
6,100
초록보기
This study was designed to restudy the significance of schematism which has been negatively considered and research what schematism contributed to the plan of creative education through consideration of active creation phenomenon, so called `Fantasy`. The schematism was commonly associated with `triteness` so that it has been recognized as an opposite concept to the originality which creation implies. However, it could be very functional to create something in respect that the schematism or formula of expression is easy to follow and liberates learners from an imperative conception "creative" so that it stimulates learners`s desire for creation. `Fantasy` which this study implies is a group of fantastic story which was actively created on the basis of the Internet and published in large quantities from late 90`s. The above-mentioned `Fantasy` was considered as the unique genre in Korea which was combined an itemized factor of fantasy with schematism of the chivalrous story, rather than it was influenced by the fantastic literature or a Tolkien`s fantasy literature. This schematism was the motive force that fantasy readers read works as well as they created `Fantasy` by themselves. Structural schematism and items of `Fantasy` was combined with an ease of edition of electronic writing so that it provided the subject of creation with an easy form of creation. substitution and replacement. In addition, fantasy, one of factors characterized `Fantasy` attracts people by satisfying their desire to surmount realistic limitation. We could understand that the changes of subject environment functioned as a crucial factor in the other side of coin The serial phenomenon related with `Fantasy` was considered as the clearest evidence what is a motive force enabled to move forward from reading to creating. If the most significant thing in the creation reaching is the text activity during course works, not the text as a consequences. the prior issue is on the answer to `how we induce learners toward that experience`-`how to stir up the text activity`. In conclusion, the study on schematism of `Fantasy` enabled hypothesis that the genre contains what stimulate and support reader` desire for creation in itself. Furthermore, it could contribute to planning teaching creation by suggesting methodological elements which could lead learners to create something.
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