The affective development is no less necessary than the cognitive development. On the 7th National Curriculum, the affective education in Korean Language Education has been designed as a independent category for its importance, but it still leaves something to be desired. First, it is less systematic. For instance, the name of category is attitude , this concept is a superordinate concept for some subordinate concepts like interest, motive, value, etc., but "attitude" is also a subordinate concept. Second, the contents by domain are unbalanced. As compared with the domain of knowledge about Korean Language , other domains, as hearing, speaking, reading, writing , don t have sufficient contents. Thud, the contents by school level have difficulty in distinction partly, because they are divided too much. The affective education in Korean language education has four aspects; the attitude to Korean as a subject; the attitude to Korean as mother tongue; the ability to understand emotional expressions in texts and to express them in texts; the attitude to a narrator or an utterer in texts. The contents of affective education have to be designed including these aspects all. For this change, first of all, the concept of attitude needs to be re-conceptualized for the systematical and comprehensive direction. In addition, we have to consider the staging by school level, it is desirable to combine three levels into a stage.

Up to the present the theory on Literature appreciation education have been extended on discussion about learning goals and contents and deepened so far. However, there was satisfactory outcomes accumulated on the methodology for teaching appreciation or assessment theory. Because a standard of judgment on literature appreciation ability was not readied fundamentally, and just a few discussions for this was shown marked progress. Many investigators and literature teachers look attitude which emphasize sympathy for literature works according to own literary intention or critical analysis. But appreciation ability are far from these ideas expect actually. Learning reader s emotional distance for literary text can be formed in all of sympathy or critical reading. Therefore, if someone make a classification and a hierarchy according to his own prescribed form, He may not do reasonable judgment on the learning reader`s literature appreciation ability. In this study I proposed to understand development of literature appreciation ability by process that non-linear variety of appreciation is magnified. That I examined according to these viewpoint is as follows; 1. The reason that many investigaters and literature teachers regard sympathy or critical reading as deepening of appreciation ability is because they understand learning reader s emotional distance literature text in the unique context. 2. There are two dominant causes intervene learning reader s appreciation process. One is `Displacement` that make learning reader internalize the external ethical value and another is `Extrapolation` that make them reproduce the literary custom. The unique context is made by this intervention. 3. The unique context on appreciation ability can distort many-sided possibilities of literature education. To solve this problem, we need to reset the curriculum variables such as teaching-learning models, class discourses, and Literature/Text.

In this paper, I will show how the affective domains, which form the core of literary education, are reflected into elementary level curriculums and textbooks, what the problems are with present methods and what alternative methods are to be applied. Affectivity is a quality that has an effect on the way that one responds to an object emotionally. This is an essential factor in constructing attitudes, values and interests toward lives in a desirable way. However, this concept has many problems in terms of the system of constructing curriculums and the teaching methods as follows: First, the concept of attitude is applied not toward lives but toward literary works themselves, and understood not as an affective but as an declarative one, which leads to a great deal of confusion in literary education. Second, we have had to face limitation to helping children understand the essence of literature. It is because, when we teach literary works such as children stories and poems, we have approached them from the perspective of linguistic function instead of artistic subjects. The fundamental reason for this problems lies in the fact that the goals and systems of language education are constructed along the linguistic function. This paper suggests solutions to those problems in the following: First, learner-centered texts must be made in the way that they, considering the appropriateness of children s developmental stages, reflect the validity of affective domains. Second, the strategy of questioning has to be developed to activate affective thinking. Third, the spectrum of language must be widened to activate affective thinking. Fourth, the pedagogy of affective domains in elementary-level literary education has to be established in the direction that children experience literature fully and construct their own views on lives.

This is a study on the evaluation of emotional reception in teaching literature in middle and high school. The contents of it is summarized as follows. 1. To evaluate the emotional receptions of students, we must to considerate the linguistic elements of the literary text which is given as a object of teaching. Through those linguistic elements, students receive cognitively the literary text given as a object of learning. 2. However, the linguistic elements of the literary text are not fixed. This is the main base on which we can evaluate emotional reception of students in teaching literature. 3. However, we must not value all responses to the literary text of students. We must only lead students to make emotional response to the literary text. At this time, we should make the linguistic elements of the literary text or the context in which the literary text is placed a precondition. 4. Therefore, the important thing is the abilities of students to explain conditions, the linguistic elements of a literary text or context in which a literary text is placed, to lead them to make emotional response to the literary text. It is the object of evaluation.

This conference is very significant place where specialists in this area from 3 countries gathered for the first time, for the purpose of discussing that how Asian literature has carried out in Korean education and what sort of effect has come into children, what the contemporary problem that we have faced in the past and present was, and what the point we should aim to overcome that problem is. The following is the aims that the rising generation should persue constantly. First, it should go forward the direction that makes the spirit of respecting Men`s life and child strong. Second, we need to find the common features that 3 countries in East Asia have formed, consider them preciously and, for this purpose, strengthen relationship and interchange more. The scholars of children`s literature and educators of 3 countries in East Asia can come out of westernization with these endeavor, additionally turn to take a position that recover our own spirit, emotion and fantasy of East Asia. And eventually we can make a steppingstone that can lead the age of Pacific Ocean by our 3 countries in East Asia after 2000 as the age of Mediterranean Sea moved the age of Atlantic Ocean in the world cultural history.

This thesis is designed to study the present situation and the subjects of the children literature education in China. With the changes and development of Chinese education, Chinese children literature education also experiences great changes and development. Chinese education and literatme education are two important parts of children education. This thesis investigates the characteristics of literature education in Chinese primary school education in detail, through the analysis of changes and development of Chinese primary school syllabus and teaching materials. In part one, we investigate the characteristics of the former reform in Chinese primary school syllabus and teaching materials. In part two, we indicate the characteristics of primary school literature education through the analysis of present syllabus and teaching materials. In the last part, we point out the subjects and aim of Chinese primary school literature education in future.

We can say that the literature education for children of the korean-Chinese in China performed with their moving from the Korean Peninsula, it`ll be better to say that it performed after they formed villages and schools in various parts of the northeast China. From that time on, the literature education for children of the korean-Chinese has experienced the times of various change and development, so this thesis will focus on an educational aspect from that times, and aim at just introducing the present condition of the educational system for the literature education of children and presenting basic trend and main method by choosing related teaching materials in school education and also purposed groping a task of new development targeting on the problems. 1. The present condition of the system equipments in the korean-Chinese`s literature education for children. In China, legislation on education of the minority races is provided in many system equipments such as 《The Constitution of the People`s Republic of China》. Refer to 《The Constitution of the People`s Republic of China》 article 119(1982), 《Self-government Law of the Races Area of the People`s Republic of China》 article 22(1984), various system equipments are working for education of the minority races in China. The problem is concrete method when they are executing those systems, not the systems` contents. In other words, the problem is how can the minority races use their lights of self-government that is given to them by the government edequately, then how to promote the development of their education f3r their races. We can give some examples, that using language is the most special feature of a rare`s existence and development. If they bury their language alive and take `so called` superior, wide-using language, it is resigning to be `a special race`. In case of the korean-chinese, they send children to school or academy of the Han rare; middle school in 80`s, elementary school in 90`s, and kindergarten nowadays. We have to notice that dual language teaching model which was made 3 or 4 years ago will be diffused in all schools of the korean-chinese in Yanbian korean-chinese self-government area. So, it is in danger f3r reduction or loss of the korean-chineses` school and Korean torture. To last and develop lariat education, we need to strengthen system equipments first. But, contrast with powerful of Chinese education, the minority races such as the korean-chinese have almost no substitute and it makes mu[h worries to racial educators. It is more obvious when reminding system change of the minority races. 2. Teaching material researching about the literature education for children of the korean-chinese. The early days of emigration, the korean-chinese in China had formality of modern schooling based on village schoolhouses with will of self-reliance and self-determination of races, and after founding the People`s Republic of China, they have achieved unrivaled development of education with high-eagerness of education which caused their racial pride and an attitude of leader. In these years, however, the korean-chinese`s dwelling environment is changed by departure the mainland to foreign countries, and it was negative effects to their educational level. It means, the superior situation in total capabilities can be reversed soon. The most distinguished crisis of the korean-chinese`s education is a text-book and teaching. As Chinese are recommended in course of teaching, using Chinese textbooks in all subjects except Korean is a general tendency. This thesis faced this problem, and try to find existing problems with 《Sentences of Korean》 《Cho-Sun Uh Moon》, using in elementary schools of the korean-chineses in China. From above, we use 《Compulsory elementary education textbook - Sentences of Korean》 book no.4《edited by Yanbian educational publishing company editorial department, Yanbian educational publishing company, 1999.10》, representative

Japan, one of the defeated nations of 1945, needed some radical reforms for system of nation, education and all of their values from that time. By this, imperialism, militarism or totalitarianism before world war Ⅱ were reconsidered, and newly mentioned ideologies were and . To develop democracy, the people should be thoughtful and sagacious, so each people`s necessity of free reading was emphasized and reading education for peace and democracy were stressed in order to construct new education. In school education, especially, emphasized thing was democratic-education based on unrestricted reading in library, not standardized totalitarian-education. Under a co-object saying, 「Make peaceful cultural-nation by the power of reading」, 「Book Week」 as a cultural campaign started in 1947. It was a reading promotion for rebuilding the fields and culture of publication that was reduced under strict government control during the war, and aiming at newborn cultural-nation quickly after the war. In 1950, Japan School Library Association「JSLA」 was organized because they thought that The school library has a important role and mission in school activity that is to create democratic idea, independent thought and high-level culture.. The school library was expected as good positions that can train children`s 「Power of self-studying」「A Role as Studying·Information Center」 and children`s rich humanity by reading「A Role as Reading Center」. In 1957, 「Literature Education Club」 was organized. They set goals in understanding literature education as thing that related with general education, finding common principles between literature and art education, and deepening murual understanding between authors and teachers, and co-studying of both. They also asserted art education as national education that could help restoration of humanity or national task named democratization of Japan and creation of new culture. They said Japanese teachers should foster Japanese children as members of a nation knowing dignity of human being, trying to reach the perfection of self, and having cooperative spirits or affections on human race. Also, existence of as civic movement was important. , a reading facility opened to children or the citizens in a community and ran by the citizens, developed their democratic literature-education movement initiatively. In 60`s, an age of development, culture movement of parents and children like <20minutes-teading of Mothers and children> spreaded nationally. International Institute for Childrens Literarture, Osaka「IICLO」, opened in 1984, symbolzed the development of Japanese literature education for the children and juvede culture. IICLO announced that support of foreign researchers will be put first for Asian researchers. The International Library of Children s Literature, opened in 2000, also has considered Asian juvenile book from the first; for example, they held a Korean picture book exhibition as a opening ceremony. 「Sol`s Thanksgiving Story」 selected as a 「subject book of summer」 at the same year. As above, we can pint out that Asian juvenile literature will take important place in Japanese`s came of literature education for children.

The writer considered Joseon juvenile poetry in the juche ideology age that was in the from the second volume to the sixth volume. Poetic content of Joseon juvenile poetry in the textbook is that about , composing about the chief magistrate is main subject of Juvenile Poetry. Most of poetic emotion of Joseon juvenile poetry in the juche ideology age is represented in , less represented in and . Joseon juvenile poetry in the juche ideology age use brief nursery rhyme expression such as simile, arranging in a row, climax. And take the form of fixed form of verse. Putting all together, Joseon juvenile poetry of the juche ideology age in the textbook stands on political task that is to make children give their fealty to the chief magistrate. This is utilitarian poetry, for the purpose to cultivate (page 51).

This manuscript have analyzed of the depth logic of the development process of literary curriculum and tried to find the course of curriculum improvement based on the logic we discussed before. The base data of this are the Literature part of the 4th-7th Korean curriculum in elementary school. According to the development of the 4th-7th literary curriculum, we are able to find rival relation and complication between depth consciousness based on inner psychology of literary curriculumal association and outer psychology which profess externally. The complex between cohered priori and emotional depth psychology and conscious, proper aimed outer psychology affect to the development of curriculum improvement. For instance, literary curriculum headed for humanism and emphasize the learner`s activity, also developed to the course that refuse new criticism`s concept and intellectual evaluation. However those development have been done without confidence of aesthetic point of view, teacher s sense of value with teaching, and formalism theory and method of evaluation. The 7th curriculum also have complex like this and related to curriculum paradigm. Obsession of head that have to go against the desire of heart caused opposite tendency of literary curriculum. In conformity with that, for discussion about development of literary curriculum, before everything, we need to review what the `development` is. `Development` does not suppress reality for future, and it have to be described with the view to see the reality and desire as it is. At that point of view, this manuscript started with the standpoint that the development of literary curriculum needs analysis of users requirement of literary curriculum `now and here`. According to the theory, the format of curriculum has been reorganize into ① the contents(knowledge, home-work, experience) ② the goals ③ the time and space ④ the teacher and learner ⑤ the materials ⑥ the teaching and learning activity instead of the existing `s four steps. This is not change the form into "a more systematic thing" but be reflected in learner`s demanding sufficiently. The curriculum method also has teaching method followed to the various situation-degree of concentration and dispersion of students-with the its present curriculum s guide. Furthermore, it has the basic idea about publishing of standard book and evaluating of intellectual level which are considered with textbook, school and curriculum to help the curriculum s practice. This manuscript will be completed to make the practical and specific proposal. The original purpose maintain that each teacher must be able to teach the learners to see the curriculum and recognize their desire with role leaving the work that show the practical proposal.