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논문검색은 역시 페이퍼서치

문학교육학검색

KOREAN LITERATURE EDUCATION RESEARCH


  • - 주제 : 어문학분야 > 기타제어문
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1229-487x
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 16권 0호 (2005)

머리말

윤여탁
한국문학교육학회|문학교육학  16권 0호, 2005 pp. 4-4 ( 총 1 pages)
1,000
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작품 읽기 방법의 재검토 (1) : 정지용 시 「유리창(琉璃窓)」 읽기의 반성

이숭원 ( Soong Won Lee )
한국문학교육학회|문학교육학  16권 0호, 2005 pp. 9-27 ( 총 19 pages)
5,900
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The poem "A Glass Window" by Ji-Yong Chung printed on a Korean literature textbook implies that the poet wrote this poem after losing his son. Therefore, it is inevitable to consider that this poem is somehow related to his son`s death. Considering the historical facts about the poet and the context the poem reveals, it is believed that his second son died from pneumonia in the winter of 1929. "A Glass Window" is a poem in which the poet expressed his pain and deep sorrow. It is difficult to agree upon the interpretation, which sees that the meaning of the line "what rather icy glass window, this sad thing, shimmers" is "the steam of breath of the poet." The reason why thingsoutside the glass window look obscure and vague is because of frost. The meaning of this part is rather simple : he sees something shimmering outside the glass window, but it cannot be clearly seen because of the layer of frost covering the window. Suddenly, it occurs to him that it may be the child he lost, and he melts the frost with the steam of his breath and the thing outside the glass window flutters its wings as if it knows him well. He melts the frost again trying to see outside the glass window more clearly. However, the biting cold forms another layer of frost that fills the window, and he repeats wiping it off again and again. The only thing he sees, however, is the darkness of the night and a glimmering star in the sky. Saying "water-soaked star" means that the star is not just dimmed with water, but seems absorbed water by itself, appearing to the poet`s eye as something opaque. The starlight, in other words, the appearance of his lost child, is studded on the glass window and finally penetratesthe window to lodge in the heart of the father. Considering that the title of this poem is "A Glass Window"and that the poetic imagery unfolds from its beginning to end with the glass window as its mediator, we need to pay careful attention to the sensuous symbolism of the glass window. "Abashed" means "awkward and shy" or "timid or weak-kneed." The act of standing close to a glass window on a winter night and peeking outside by melting the frost of the window with the steam of breath is something only a child would do, and it may be awkward and timid for an adult to do such an act. However, the charm of this poem lies in the fact that knowing such an act is something awkward and abashed, and despite of that he still could not leave the glass window ; in fact, he finds himself compelled to repeat the act. Understanding the background or the underlying emotion of such an act is the most important point to appreciate this beautiful poem.

작품 읽기 방법의 재검토 (1) : 소설 읽기지도 방법의 모색(2) -인물을 중심으로

최시한 ( Si Han Choe )
한국문학교육학회|문학교육학  16권 0호, 2005 pp. 29-56 ( 총 28 pages)
6,800
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This paper explores efficient teaching methods for the proper reading of modern novel. As a sequel to the previous study focusing on events of a novel, it deals with Yi Chung-jun`s short story "The Snow Road" in terms of character. A character is "existence" like a spacial element and it exists spacially within a text. The character demands not only psychological, ideological, and functional but also formal aspects for its proper reading and teaching. Characteristic elements, which illustrate a character, are significations that constitute paradigmatical-vertical meaning nexuses rather than the syntagmatical-horizontal. A reading of character requires a reader`s special attention to "showing" narration. What are presented through characteristic elements are informations and features of characters that are perceived and reunified so as to embody a character. This embodiment also necessitates sensitive spirit, total comprehension of the text`s structure, and knowledge on the macroscopic context of ideology and culture. Characterization varies its content according to main events and the function of the character. In summary, main activities of reading character consist of perception and reunification of informations and features of the character, alignment of function and relation, and comprehension of desire and conflict. The necessary methods for teaching "The Snow Road" are the imagining of "I`s" life and psychology after the parting at the snow road, reasoning of desire of the mother, making of conflictual paradigm between the mother and "I," concretizing of the wife`s function, and determining of the subject and plot. The significant materials for reading and teaching the text are the first and last scenes, repetition of words like "roam" and "no debt," the mother`s living with wardrobe. the wife`s activity. and the spacial element of the house.

작품 읽기 방법의 재검토 (1) : <관동별곡> 해석의 문학교육적 의미망

한창훈 ( Chang Hun Han )
한국문학교육학회|문학교육학  16권 0호, 2005 pp. 57-80 ( 총 24 pages)
6,400
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Reading is the basis and the core of literature education. Students develop their literary abilities by reading. This study has emphasized the significance of pointing out literature educational value of 〈Kwandongeolgok〉. Though things have changed greatly, still in the most classes 〈Kwandongbyeolgok〉 is thaught in an established form. Teachers explain the grammatical or linguistic knowledge necessary to read 〈Kwandongbyeolgok〉. But such teachings can not interest students in the work, in the end they can not accomplish the basic purpose of classic literature education, extending experience and horizontal of life. Through the favorable comments of the day, 〈Kwandongbyeolgok〉 have been a canon of korean literature. Using a expression form. Kasa 〈Kwandongbyeolgok〉 describe the magnificent view of 〈Kwandongbyeolgok〉 and literary hereditary customs connected with 〈Kwandongbyeolgok〉. It seems that lighting up a new feature of object through the similarities between situations can be a useful method of recreating a canon. Recreating canons is the important purpose of classical literature education. Sometimes a literary work which was rated high and known widely becomes lost in oblivion. Because readers can not understand esthetic ground of the literary work. The narrator of 〈Kwandongbyeolgok〉 pursues an ideal at the same time purposes to harmonize the ideal and reality. On that point 〈Kwandongbyeolgok〉 is very distinctive in contrast with other works of the day. The author of 〈Kwandongbyeolgok〉 treats with the theme, pursuit of humanity through the form of Kihangkasa paradoxically and seriously.

문학 감상의 경험 교육적 성격에 대한 예비적 고찰

고광수 ( Kwang Su Ko )
한국문학교육학회|문학교육학  16권 0호, 2005 pp. 83-106 ( 총 24 pages)
6,400
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We have regarded a skill of linguistic act and a knowledge as main elements in Korean language education. But in the standpoint that we must foster a person who can understand the world around himself through education, it is necessary that we have to emphasize educational experience. In this paper I researched theories in connection with experience in order that I might found a viewpoint of appreciation of literature as an educational experience. So I inquired into the conception and the quality of experience in the philosophy, especially in British Empiricism and Dewy`s ideas. In addition I made an research into the experience of language because a literary text is a structure of language. Then I reached a conclusion that in the experience of literature the qualities are six such as the following ; ⓐ The experience of literature is the psychological process. ⓑ A reader can achieve universality by intersubjectivity through the experience of literature. ⓒ The experience of literature can be made by the fusion of recognition and emotion. ⓓ The experience of literature is fulfilled by being connected with real life. ⓔ The experience of literature can reduce reader`s burden of direct experience in his real life. ⓕ A reader can achieve totality of life over the real context through the experience of literature. At the end I propose that meaning and emotion of text must be important elements of the experience of literature. With a result of this paper, I will research the content and the teaching-learning method of the experience of literature.

고등학교 『국어』 교과서의 "학습활동"에 대한 비판적 검토 -시와 소설 단원을 중심으로-

고형진 ( Hyung Jin Ko )
한국문학교육학회|문학교육학  16권 0호, 2005 pp. 107-135 ( 총 29 pages)
6,900
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The purpose of this paper is to improve Korean textbook which is used in many high schools right now. The present textbook has much improved that of the past. New textbook, the present one, is wrote mainly for students. So "question for student" takes a very important role in the textbook. Because "question for student" is a learner`s studying field and also a task that student must answer. "Question for student" is specially more important in literature because the literature is a field that student needs to have independent and direct activities. However, the new textbook`s "question for student" has many problems. Thus, in this paper I would like to know what kind of problems there are and the appropriate solutions for them. To begin with poetry unit, the problem of it is that telling and listening with appreciation of poetry are separated. Telling and listening activity just handles on simply reading poems. This is a problem. The main point is not to read Poetry well, but to appreciate it well and to have the ability to deliver the appreciation to other people. And thus, beacause of these reasons there must be a question that asks "Lets read aloud the poem and tell other people your feeling". Next, the questions that ask about the element of the poetic structure are too simple. The present textbook asks only about image, rhythm and implication. However, image and implication are similar things so it`s better to ask just one of them. And it is more appropriate to embody the questions about poem`s components. In novel unit, they are focusing on telling and listening than understand the novel. Among them, students are also practicing semilanguage express and nonlanguage express. The novel called Springspring is clear in character`s feature and action so it is good to practice semilanguage and nonlanguage expressions with characters. However, it is needed to practice meaning of the novel and understanding the main point of the novel as well. It is because in the school, class tries to study the meaning of the novel and the main point of it in the novel unit. I hope the problems that this paper pointed out could help writing good texbooks from now on.
7,100
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This paper aims to explore theories of media narrative education and suggest the method of educational activity centered on productive narrative culture. Nowadays media education is very important in Korean education, so the study of it is fiercely processed. But the educational content is insufficient. To work out this problem, I give attention to a narrative activity through movie, and investigate the mechanism of it. Nowadays we have the three major Korean broadcasting station. They are KBS, MBC, and SBS. All of them have the program of introducing movies on weekend. Especially, they have the `Movie vs Movie`. `Movie vs Movie` is very interesting to television audience. This corner has the same narrative format. It has four principles as follows. First, a rivalry game format. Second, a interpretative discourse centered on intertextuality. Third, a simultaneity of telling and showing in narrative. Last, a combination of narrative and criticism. These narrative systems are due to new media technology. So Korean education should have the content of media narrative activity. I think it has three levels and methods. First, the investigation of story between two movies. Second, the comparison of structural peculiarities between two narrative texts. Last, the storytelling based on the combination of interpretation and criticism about two movies. This educational activity integrates critical and creative media literacy, and activates productive narrative culture.

놀이로서의 "은유"의 교육 내용에 대한 연구 -현대시 텍스트의 은유 표현을 중심으로

김미혜 ( Mi Hye Kim )
한국문학교육학회|문학교육학  16권 0호, 2005 pp. 169-192 ( 총 24 pages)
6,400
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Poems may be regarded as a play in the sense that they follow certain rules in using poetic language, namely, in the sense that they exist based on a series of conventions of expression and understanding that make them to be poems. In addition, metaphor is also a kind of play in the sense that it provides an intellectual game between texts suggesting the combination of heterogeneous objects and readers who work out the combination and interpret it as new creative meanings. Under such an assumption, the present study designed the contents of metaphor education as a part of systematizing the education of poetic theory. If readers` acts of interpreting the meanings of texts have the nature of an intellectual play, the rules of the play may be derived from theoretical knowledge on theories that base poems. A basic principle that makes metaphor to be metaphor will be a rule of metaphoric expression, and a strategy for interpreting the rule will become the rule of a play that interprets metaphor. In addition, the rules of expression and those of understating do not exist separately from each other but they are interconnected with each other in specific activities of expression and understanding metaphor. The present study suggested rules of metaphoric expressions 1) formation of relations between objects ; 2) annulment of selectional restrictions ; and 3) inclusion and exclusion of meanings and rules of understanding 1) discovery of relations ; 2) restoration of combination context ; and 3) restructuring of the axis of selection as an absence element.

20세기 중국에서의 한반도문학의 번역과 수용에 대한 고찰

김영금 ( Ying Jin Jin )
한국문학교육학회|문학교육학  16권 0호, 2005 pp. 193-219 ( 총 27 pages)
6,700
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Folklore translation marks the beginning of literary infusion of Korean Peninsula into China. After 1949, however, the North Korean literature was chosen by the mainland while the South was favored by Taiwan. The North Korean literature in 1950s and 1960 was fully translated and thoroughly studied in mainland china. The South Korean literature was introduced only after the opening-up, under the name of South Korean literary translation. In 1990s, after the normalization of China-South Korean diplomatic relations, the South Korean translation slowly gained its permanence while the North Korean translation came to an end. In Taiwan the South Korean literature has always been the only option but it started to decline since 1990s. Literary translation is a purposeful cultural activity and it is always affected by politics and culture. While the translation in the cold war was usually oriented by the national political need, the post-cold-war translation largely reflects the literary need of people. The literary need of the targeted country eventually decides the genre, quantity and content of translation. And the translation process is also affected by the translators and their cultures. Therefore the cultural significance will vary when a piece of literature is translated into another language. Thus the proposition of including translated works into the national literature history is not at all insensible.

시 형식의 의미에 대한 시 교육적 고찰

김정우 ( Jung Woo Kim )
한국문학교육학회|문학교육학  16권 0호, 2005 pp. 221-253 ( 총 33 pages)
7,300
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In this paper, I considered the forms of poetry from a standpoint of poetry education for developing contents of Korean poetry edcation. The forms of poetry are structures of sound patterns, meter, rhyme, and stanza etc. In the past the forms of poetry have been a part of poetry education, but they were restricted within narrow limits of simple concepts. To solve this problem, it needs that the forms of poetry shoud be focused on the relevence to the meaning of the work. As compared with in prose, forms in poetry make more new meanings, therefore we should attach the importance to meaning of forms. In the stric sense, we must understand the meaning of forms in itself because it is hard to pharaphrase the meaning of forms. For unskilled learners, however, the forms are defamiliar and difficult occasionally, they had better paraphrase the meaning for themselves in the first place. To enhance acceptability of learner`s interpretation, paraphrase is inevitable in some degree. One defining characteristic of poetry is the use of line breaks to create rhythm and rhyme, suggest meaning, and produce a particular appearance. Line breaks make two kinds of meanings, the one is by separating and the other is by correlating. Rhyme has almost not existed in Korean Poetry, but exploration of possibilities of it has been attempted. For instance, Jeong(Ji Yong) made a rhythm with rhymes partially in his poetry, and young musicians, in these days, make rhymes extensively in their rap songs.
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