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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 : 23권 0호 (2007)

머리말

최병우
한국문학교육학회|문학교육학  23권 0호, 2007 pp. 5-6 ( 총 2 pages)
1,000
키워드보기
초록보기

문학교육과 문학 텍스트 : 문학콘텍스트와 (탈)교육

한귀은 ( Gwi Eun Han )
한국문학교육학회|문학교육학  23권 0호, 2007 pp. 11-36 ( 총 26 pages)
6,600
초록보기
"Literature texts and Education", the subject given to me seems to be asked a general discourse. But I intend to present subjective viewpoint. Because we each have our opinion or version about this theme, so repeating over again same words has no means, I think. I am looking around the literature and education "Outside in the Teaching Machine" appropriating the idea of Gayatri Spivak. Adhering this viewpoint, I must refer the paradox on every kind of endism such as the death of literature. Garitani Gozin says that the modern literature period ends. But we have modern literature texts such as Oh, God(≪오, 하느님≫) written by Jo, Jung-Rae(조정래) as well as postmodern literature texts involving Castella(≪카스테라≫) written by Park, Min-Gyu(박민규) or Romantic Love and Society(≪낭만적 사랑과 사회≫) written by Jung, E-Hyun(정이현). Namely, the things and symptoms of modernity and postmodernity coexist in this times. Especially in the point of view that postmodern literature is not a specific each text but a phenomenon or operation around the literature, the literature-machine would not get out of order. In this period, the literature education might be led into the risk of reification or alienation because of the dilemma between teaching or an entrance examination in the school and individual reading of the students. So it is necessary traversing through longitudinal passing. That is vertical traversing that from texts to contexts, contents to media. This contextualism involve metatextualism. The metatexts containing hyper-rink would tempt students to travel in the literature, culture, and unacquainted life. The ultimate end of literature education is voluntary writing through mental inevitability of students. They could do literature without a literature text.

문학교육과 문학 텍스트 : 현대시 텍스트의 위계화 양상 및 방안

유영희 ( Young Hee You )
한국문학교육학회|문학교육학  23권 0호, 2007 pp. 37-60 ( 총 24 pages)
6,400
초록보기
When checking out the korean language textbook of the middle school developed based on the 7th curriculum, first of all, the rate of the modern poem in the textbook is not high. Secondly, the selection standard of a material is not clear and many works of poets which are important in the modern poetry history are not selected. Third, works which are used as a main material in the study activity is very limited and narrow-minded. Fourth, careful consideration of the level of learners is not given. Fifth, works that can grasp the characteristics of the realism and modernism which is the main tendency of the modern poetry are not shown. Through the tendency of the above, some kinds of tendency related to hierarchy of the modern poetry`s material can be drawn. First, there is a tendency to pursuit the easiness of the teaching and the learning. Second, there is a tendency to pursuit for the characteristic of the canon which includes the popularity. Third, there is a tendency to prioritize the learning goal or the learning activity. To rank the text of the modern poetry in the current step, some kinds of methods can be considered. First method is to teach by itemizing contents of the teaching as ``the example of the contents`` element`. Second one is to find the method for restructure of the concept. Third one is to regulate as the indication to have the close relationship with the history of the literature. Forth one is to adopt the method to make standard that can check the level of the modern poetry material and announce it. Fifth one is to write down the works that can be referenced in ``Shim-ter`` or ``Appendix`` of the textbook. Last one is to perform the study for the works in the textbook by the organizations which make textbooks and to share the result of the study for education subjects.
6,900
초록보기
The task of this essay is to develop and systematize the principal of narrative teaching material selection in base of Learner`s Characteristic. The focus of argue is adolescent and narrative text. To the rational selection, We must have the systematic and rational criterion. But we don`t have any basic criterion the Principal of Narrative Teaching Material Selection. It is very important to consider the learner`s development characteristic in development of the principal of teaching material selection. Especially, it is more important the developmental appropriateness than the appropriateness of reception. The concept of the appropriateness of development consider the complexity of development. So, the individual development and social role`s development, the present development fact and the potential development value, the developmental continuance and discontinuance. There are four factor of the appropriateness of development. The formation of ego, the recognition formation of ego, moral developmert, the culture`s rule. It is important to improvement the institution.

개인발표 : 운율의 교수,학습에 관한 연구

김현수 ( Hyeon Su Kim )
한국문학교육학회|문학교육학  23권 0호, 2007 pp. 93-123 ( 총 31 pages)
7,100
초록보기
The purpose of this writing is to search for a way of how a teacher could teach students of rhythm on the basis of the effect in rhythm. Rhythm is an order of sound attempted by a poet for the artistic effect. As the Russian formalists pointed out, rhythm is the fundamental principle that organizes the sound and meaning of poetry and its control thereto. Rhythm of poetry is the finite organization of the sound that it displays the music effect, sensory effect, implicative effect and poetic effect. Repetition of words forms the rhythm to make it easy for delivery of contents and its memory, and brings the joy of singing along the tune of the words. Arrangement and organization of specific sound reproduces the appearance of subject in visual ways, and brings the reality of listening to the sound for readers. This is the visual and audio effect radiated by the voice material of sound. Today, the contemporary poetry uses the blank in between the columns and generates the rhythm. This rhythm displays the meaning in concealed internal rhythm and it has the sentimental effect. And, the rhythm of the poet undertakes the poetry function with the finite work on the symbols. Depending on the poetic language, it has certain ambiguity and unfamiliarity that its implication is not recognized. However, the unfamiliar and refreshing look of the symbols that enhance the atmosphere or sentiment with the attraction of causes for readers. This type of poetic function is the effect of the sound coming from the poetry. Therefore, learner to encounter the poetry is to look at the effect of rhythm and read the work in refined term. Rhythm is the finite artistic apparatus to make up the poem and is the refined work on our language. The rhythmic education informs the effect of the rhythm through the practical work appreciation and it is the education to enlighten the finiteness and beauty of the native language. A teacher presents the well harmonized poem for sound and meaning to students, and the work is repeatedly read to feel the true taste of the poem and beauty of our language. Literature education has an important duty in using the correct words and respect for language.
6,700
초록보기
Reception of realistic children`s poetry is placed at the literary education history in elementary school poetry education. We have to conquest nation dominant ideology and New Criticism stress. It is intend plural text interaction against principle exclusion. Appreciation teaching-learnging is not at all in the elemenatary school poetry education. In this point, release period children`s poetry of Lee Won Soo are accomplish healthy interaction with elementary learning readers in instruction page of literature classroom. Reading of realistic children`s poetry help balancing spirit of learning readers in elementary literary instruction. Because It go in gear normalization of elementary school literary education. That is consider critical viewpoint and bring attainments of humane studies. It is not simple the side of ideology and doctrine. Poetry education is first step of enjoyment of poetry for lifetime readers. Teacher aid pre concept about ``What is poetry?`` for right position. Difficulty of present poetry education is attach figure of speech and aping languag. It get the whip hand over language and form. And, heritage of modern children`s literature have to go on a dig. So, aspect of poetry form intertextual network and guide conversion of thinking for critical problem. It experience reality critical view and express student`s own writing. And, we can perfome diverse aspect in content and form at the educational stage. Accordingly, we have to experience emotion of anger and sorrow in dogma and contradiction. Because real literary education is practical adventure in pressure of epoch.

개인발표 : 시 교육과 시 해석 -이육사의 시를 중심으로-

정재찬 ( Jae Chan Jeong )
한국문학교육학회|문학교육학  23권 0호, 2007 pp. 153-173 ( 총 21 pages)
6,100
초록보기
Literary education should take the accomplishments of literary studies into consideration to put them to practical use in our classroom. But when we are to teach some poems, there are too many explanation and interpretation on them by lots of literary scholars and critics. Then how could we select something among them? It is not so easy to determine what is more valuable one to teach than others. Even sometimes it sounds contradictory with our educational goal that we should teach our students to have tolerance with others and varieties. If we agree that literature is a controversial concept, we do not need the one and only truth. At the same time we do not want to let our students exposed to chaotic situations. So to speak we do not wish to be ruled by the only one government, but also to be left in a state of anarchy in the educational world. In that case, I propose the concept of ``conditioned variety`` or ``restricted freedom`` of understanding poetry. I demonstrate it in this paper by examining the case of Yuksa Lee`s poems, especially on his work of and . The former has been understood either as a metaphor to show the hope of independence from Japanese government, or as a lyricism to sing the happiness of country daily life in summer. But I interpret it as related to the Messiah. The latter, I think, has been seriously misunderstood. Many literary critics has thought this phrase of the poem "where to kneel down" as to kneel in prayer. But in my opinion it does mean that the hero in the poem just wants to find the place to surrender, for instance, where to kneel to the Japanese. However there happens a big reversal when he closes his eyes with despair. Then he yell with joy, "The winter is a rainbow made of steel". Lots of interpretation have been devoted to this phrase, because it has a serious problem to connect rainbow with steel. However the solution is, I think, very simple. The poet usually used to use the word ``rainbow`` in his poems meaning a ``rainbow bridge``. So meaning of the phrase is also like this:The winter is rainbow bridge which is made of steel. So it`s not only beautiful, but also safe." As above mentioned, I suggested how to accommodate the academic discourses on literary text into pedagogical practice with regards to how to construct or deconstruct them as dominant discourses. Additionally I proposed new theory of interpretation on Yooksa`s poetry. Nevertheless, even new and authoritative discourse which is very useful in literary education should not repel the older and minority ones, because our classroom is not a fashion store. Instead we have to envelop the others` imagination and interpretation except obviously wrong ones.

개인발표 : 구전설화의 교육적 가능역(可能域) 연구 -그 소통의 "구술성"을 중심으로-

조윤형 ( Youn Hyeong Cho )
한국문학교육학회|문학교육학  23권 0호, 2007 pp. 175-211 ( 총 37 pages)
7,700
초록보기
This study reconsidered the education of folktale in school and forecast its possibilities in various education scenes. The education of oral folktale and its orality that has been taught in Korean and Literature in the Korean curriculum is little and low qualified as compared with the necessity of Korean education. If the property are reflected in the education, it will contribute the aims of Literature, developing the community spirit. As Folktale is a literature based on the orality, it has some value as the materials for the oral education. It has some connections with the common communication and the written-text communication so it has the great possibility spreaded to the general education of communication. Specially, Folktale relating in the communication can be used to grow the ability of universal Korean and Literature activities. If the education is performed to understand the structure and the principle of the communication, using Folktale, it will be certain to grow the communication ability. And Folktale can be used for solving the vague fear or aversion to communication as well as enjoying plentiful and artistic experience for learners. Moreover, Folktale can contribute the understanding the essence of oral communication, and understanding Korean language culture and tradition relating with it. Of course, Folktale can contribute succeeding them creatively. In addition, we can use Folktale for the education to succeed and develop Korean Folklore creatively. And if we accept the orality of Folktale for the function of literature cure, it can reveal the reason of problems connecting with Folktale and can enlarge the way for the literature education. and if it is used for the education scene where Folktale is changed to various genres for learners, we can get great results for education. Because Folktale is easy to be changed to other genres and it has advantageous properties using the effect and the analysis of Folktale.

개인발표 : 문학을 활용한 논술고사에 대한 비판적 검토

양정실 ( Jeong Sil Yang )
한국문학교육학회|문학교육학  23권 0호, 2007 pp. 213-232 ( 총 20 pages)
6,000
초록보기
This article aims to analyze the non-sul items for college entrance using literary texts(``non-sul items``). The existing non-sul items expose the common characteristics. First, Non-sul items use the literary texts as sources of themes. Second, Non-sul items require the testees to read the literary texts with imposed points of view. The testees` literary appreciation may be restricted by those. Third, Non-sul items require to relate with testee`s life, but are not concerned with testees` real life experience and literature experience. Last, Non-sul items require the testee to prove cultural literacy. It must be reflected whether the cultural literacy is partial. This article brings up a proposal to provide non-sul item constructing strategy considering the specialty literature.

개인발표 : 불편한 감정과의 조우 -근대시에서 "죽음"과 마주대하기-

최지현 ( Ji Hyun Choi )
한국문학교육학회|문학교육학  23권 0호, 2007 pp. 233-271 ( 총 39 pages)
7,900
초록보기
This study focused on the experience of death in modern poetry. By analyzing modern poetries that contain this experience, how the poetic subject reacts imaginatively to the uncomfortable feelings of the experience such as fear or vanity and how readers take the works were investigated. Through this, the study sought what educational possibilities literary education can open in the dis-educational imagination like the experience of death and the forbidden emotions that correspond to this imagination. The following is a summarization of the efforts made by this study:Death could not be treated as a real experience, because it is one and only to every individual in the real life and if discussed in the literary works it already becomes other`s experience. Therefore, death is an absent experience in literature. However, there are exceptional cases in which one experiences death or has a very close experience by facing it. This is emotional experience to death. It is very hard to figurate this experience aesthetically or justify it ethically. The strength of the experience or the length it continues is too big, too lengthy and too direct to be handled. This also applies to the reader, which makes most of the following experience to be avoided. However, avoiding the experience of death is not just because of biological nor existential reasons. Also, it is not because the aesthetical figures can not soften the emotional shock. There are more societal and cultural factors in experiencing death. When faced with death, reader is influenced by the contexts of receipting death constituted from his/her life condition. Then (s)he expects that literary works can make human experience being worthy through the aesthetical figuration and ethical justification. If (s)he feel the experience of death an uncomfortable feeling, through the literary work, (s)he interprets it as the sign of a dearth of the aesthetical figuration. But the dearth of the aesthetical figuration begins with absence of another context different from real life. The literary education should make students can enjoy their cultural life through the literary work. From this point of view, this study suggested that the literary education needs to diversify the appreciative context of the works and the societal-cultural context of experience. Those two contexts are the fundamental issues given to human who must live with not only the pleased and beautiful but also the fearful and horrible.
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