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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 : 29권 0호 (2009)

문학교육에서 바라본 문학의 힘 : 문학교육과 비판,성찰,깨달음

이강옥 ( Kang Ok Lee )
한국문학교육학회|문학교육학  29권 0호, 2009 pp. 9-52 ( 총 44 pages)
11,900
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This article explores the theoretical background and practical strategy in educating critical thinking, self reflection, and finally reaching enlightenment through literary education. Education of critical thinking has so far been limited by the discriminating nature of linguistic dichotomy. Education of self reflection has been short of examining the world perceived by the ego. Enlightenment is the mental state in which the subject is able to perceive a truth and change oneself fundamentally. I suggested that we could use Woonseup(熏習), the buddhist cultivating method, to help students get enlightened. Woonseup is like perfume, which penetrates into clothes. Woonseup can change our dirty mind into a pure one. I would like to insist that the processes of criticizing, reflecting, and cultivating students is similar to the process of Woonseup. Literary texts enable students to experience the time and space differently. Literary texts make students meet new types of human beings and sympathize with them. These kinds of new experiences give students indispensable shock which becomes the starting point for enlightenment. These days students shows two fundamentally different inclinations. Some students show very aggressive inclination. The other students show gloomy and depressive aspects. The enlightenment-oriented literary education should be helpful for overcoming these problems. So I have established the overcoming of quarrel inclined mind and depressive mind as the contents of literary education. I propose five steps for the literary education of enlightenment that gradually reach its final stage: observation, internalization, criticism, reflection, and enlightenment. I designed the class models appropriate for the enlightenment education that takes students` circumstances into full consideration. For the education of enlightenment that can help overcome depression, I selected Josin and Kuwoonmong as central texts. Two texts contain abundant samples of enlightenment process, and include the diverse moments of fundamental enlightenment. Reading Kuwoonmong is very helpful for students to change their attitude toward every day life, and make their life happy. The change of the students` attitude toward ordinary life is the most valuable phase of enlightenment. The teachers have to intervene in the process of reading texts. They have to lead students to enlightenments as if they were great mentors.
6,400
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Recently, there is an epoch-making change in an educational curriculum related to the concern at a medium. These changes are being found in the middle and high school education courses first, in that teenagers can be more sensitive to the medium. This paper is aimed at proposing a view for literature subjects that are being newly organized because of the changes in the storytelling genres. For this goal, we have examined the recent cultural effects that are being created from the literature objects to storytelling industries and analyzed the potential of storytelling as their common elements between literature and the storytelling industries. In today`s world, with the contents and platforms being separated because of the merger of broadcasting and correspondence, the contents itself has become increasingly important. Also, within the multiple platforms, contents that have the same substances are starting to change their medium, having it being very mobile and within this, the core competence for a successful source, storytelling has become an important variable within the cultural industries in creating an additional-valued profit. Because of this change, not only will literature work provide good quality sources in operating the cultural industries but it will also evolutionize within its boundaries as well. Writers are now not focusing on their articles but are trying to create stories that can always be changed to another media. Classical literatures are also not being stubborn in their old ways but have started to change into a new form so that it fits to the new generations. For a long period, we have always liked stories and wanted to listen to stories from other people. This is because stories are being applied to us as an important method that finds our true characters within us through the various kinds of cases within the world and by unknown information. These stories started out from oral statements to a printing medium and coming into the 21st century, it has expanded its fields to the digital media and to other various kinds of mediums as well. People now tend to sublate indulgence in reading, enjoying stories in various types and forms. As it has remarkably been found within the teenagers, we need to grow out of the former literature educations in the educational curriculum and teach them using various kinds of mediums and covering all sorts of story genres. With those novels that were written in third-rate journalism newspapers being admitted into the education systems of schools, this has upgraded the arts attainments within these schools and with popular culture also entering the education system, this will increase the instinct of arts to the students and increase their educational effects as well.

문학교육에서 바라본 문학의 힘 : 문학교육을 통한 개인의 치유와 발달

정재찬 ( Jae Chan Jeong )
한국문학교육학회|문학교육학  29권 0호, 2009 pp. 77-102 ( 총 26 pages)
6,600
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Literary imagination has both exploratory and corrective aspects. The one helps us to broaden the breadth of ourselves by immersing us into to others` lives and culturesthrough literature, because the exploratory imagination make us acquainted with the potentials within ourselves. In contrast, the other serves us to deepen our depth which is useful to correct the faults and the mistakes that we could easily make when evaluating our potentials, because it let us turn to backwards, so to speak, turn our attention to the past. Literature gives us such a breadth and depth. In other words, it serves a role as a mechanism to make us feel sympathy and reflection. Then, literary education could be one of the therapies healing the individual students and helping them to grow healthy. The therapist`s meeting to the patient through the medium of text compares to the teacher`s meeting to the students through the medium of literary text. The most important thing in both of them is the ability and the attitude of empathy. However, in the convention of literary education, there used to a tendency to emphasize the communal, social, and cognitive value than the individual, psychological and affective value. But, literary education of today should focus on the individual`s healing and development, and progress the relationship between students and teachers through the medium of literary texts as a preventivetherapy. During the process, we should gain the sympathy, acceptance, reflection, internalization, and self-realization. Those would be very helpful for some of our students heal their psychological and mental traumas, overcome the conflicts within their minds, and grow up healthy. Though we have still a lot of problem, literary education must take a good deal of interest in literary therapy. Both of literary education and therapy should go on with each other for actualizing the true sense of well being itself.

개인발표 : 서사적 정체성 함양을 위한 놀이로서의 서사 읽기 과정

선주원 ( Ju Won Seon )
한국문학교육학회|문학교육학  29권 0호, 2009 pp. 105-130 ( 총 26 pages)
6,600
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This research examined the narrative reading process for fostering of narrative identity focusing aspect of the `play`. For this, made clear the concept of narrative identity and how the narrative reading has the property of play. And then, examined the propety of play figuring in a narrative text, dividing the discourse forming elements level, discourse developmental method level. And, examined the model narrative teaching-learning by narrative reading as a play, dividing fostering stages of narrative identity into five stages through narrative reading. Each stage of the model consists of `checking the play level of narrative text`, `evaluating the play level of narrative text`, `connecting evaluating of playlevel and his life`, `writing his narrative as a producing of play rule`, `fostering of narrative identity`.

개인발표 : 문화 능력 평가를 위한 문학 텍스트 활용 -TOPIK 시험 문항 분석을 중심으로-

신윤경 ( Yoon Kyeong Shin )
한국문학교육학회|문학교육학  29권 0호, 2009 pp. 131-156 ( 총 26 pages)
6,600
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"Culture" became one of the most important content items in Korean Language education for sure. Also, it is easy to find that people consider "culture" as one of the major items for their Korean language text book development or extra curricular activities design. A number of studies on language education based on "Culture" have been published and have been significantly progressed both in quantity and quality. It has, However, not been proved how much students could improve their language skills and an culture understanding of Korean through this instructional methodology. This thesis focuses on how to evaluate students` level of understanding on "Culture" through "Literature" and "Test of Proficiency in Korean(TOPIK)". First, it defines the concept of the "Cultural Literacy", and specifies the meaning and value of "literature" which has been used as a method for language education so far. Second, it reviews the level of appropriateness of the content of the literay text used in the TOPIK, which is currently the most reputable test with highest test participation level. The literary text used in the TOPIK should, not only be a tool for the test, enable students to fully understand and even analyze the concept of the Korean Culture. Through this exercise, we can review the quality of the education again, because considering how to evaluate authentic setting lead to how to educate, and conclude that Korean language education can be progressed further through the continuous exercise of questioning on the meaning and value of the evaluation, and reflecting the evaluation result into the instructional methodology.

개인발표 : 시비평문 쓰기 교육의 방향에 대한 연구

김성란 ( Sung Ran Kim )
한국문학교육학회|문학교육학  29권 0호, 2009 pp. 157-180 ( 총 24 pages)
6,400
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The revised curriculum includes the achievement standard for writing a critique. It is different from the seventh national curriculum. The necessity of the useful teaching method of writing a critique in a class is newly recognized. Writing a critique means to write the contents learners get as audiences with the objective base of literary theory, after they understand and appreciate literary works. The logical basis has the balance between subjectivity and objectivity. Especially, in the case of an ecological poem, it is easy to show the theoretically objective basis because the poem must be appreciated on the basis of background knowledge. This paper is to show how to teach writing a critique by using an poem. First of all, the specific achievement standard represented in the revised curriculum, is studied. And the teaching process of writing a critique is explained in detail. First, a teacher describes the background knowledge related to an poem in order to make students understand it deeply. As they remind and summarize the background knowledge, the summary can be a part of the contents they want to write. Next, they find main poetic dictions and grasp meanings of them by utilizing the literary imagination. Lastly, they compare their writing with critic`s and supplement lack of contents. The education of writing a critique using an poem can be developed into writing a critique about the whole work of art.

개인발표 : 「직금회문선기도(織錦回文璇璣圖)」에 대한 전자말 문학적 고찰

김대진 ( Dae Jin Kim )
한국문학교육학회|문학교육학  29권 0호, 2009 pp. 181-208 ( 총 28 pages)
6,800
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This study aims at focusing on 「Jikkemwhoemun Seongi-do」 among several books which have attempted to connect text to image and taking a look at it from the modern perspective of `Electric language literature`. From the past, people`s efforts to make a connection between text and image have led to language figuaration as synergy effects, therefore 「the preface」 of Wonhyo`s 『Geumgangsammaegyeong-ron』 and Sohye`s 「Jikkemwhoemun Seongi-do」 were results of the efforts. Both of them have images which are reconciled with text. The meaning of reconciliation is to regard the relation between text and image not as a dichotomous way of thinking but as `both non-unity and non-duality(不一而不二)` which is the two faces of Buddhistic true. 「Seongi-do」 is a palindromic poem, one of the mixed forms of poems called Japche-si. Sohye created a new text form to represent her love toward her husband in the book. The form is `回` which has lots of overlapped `□`. This study looks at the images as a form which ia contained in 「Seongi-do」 with focusing on the two meaning of `回`, coming back of her husband and her mind of moving as it is. Additionally, 「Seongi-do」 can be interpreted as a `poetic diagram` in order to express writer`s inner mind. And also, 「Seongi-do」 is related to `Electric language poem`, which can be also called `oriental hypertext`, in terms of rejection to text linearity, branch structure, and the cycle of reading.

개인발표 : 유머시 연구

정정순 ( Jung Soon Jung )
한국문학교육학회|문학교육학  29권 0호, 2009 pp. 209-230 ( 총 22 pages)
6,200
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The 2007 Revised Curriculum in Korean is a genre-based curriculum, that needs more studies on types and functions of several different texts. I focused on humorous verse that is very important in the elementary school but not studied at all in Korea. Children prefer the poetry that has humor and concrete experience, and the children`s preferences should be considered first in selecting poetry for teaching in school. Humorous verse is the poetry where a poet makes some poetic formation and shape for fun. I categorized humorous verse into two groups. One group of humorous verse doesn`t have reference and the other has it. Humorous verse that doesn`t have reference uses word play and pun to make readers have fun. Humorous verse that has reference uses gentle spoofs by manipulating context or narrater, and creates new creatures or events that is not possible in reality. More studies on the humorous verse needs to be succeeded to get this poetry employed properly and effectively in school.

개인발표 : <아기장수> 설화에 나타난 말겨루기의 서사적 특성과 그 문학치료적 의의

김정애 ( Jeong Ae Kim )
한국문학교육학회|문학교육학  29권 0호, 2009 pp. 231-256 ( 총 26 pages)
6,600
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This study reveals what the literary therapy means with the means of oral competition, which means a sort of oral competition, in the folk tale "Baby-general." Especially, the focus of this study is on the unhappy ending in the Baby-general, whereas the great majority of other folk tales that contain the oral competition paragraphs usually have the happy ending. I found out that despite a similar motif, the epic could be changed based on the viewpoint from which the epic subject sees the world. That is to say, the end of the epic is concluded as either happy or unhappy, according to the selection of the epical subject. This difference enables us to acquire the ability to turn unhealthy epic into healthy epic. And I also found out that since the motif of `oral competition` becomes the diverging point of the epic, the epic could be changed according to the selection of the epic subject at the diverging point. Especially, the folk tale has the unhappy end on the ground that `I` was afraid of the `world`. So, to have a happy ending, the character `child` needs to have the attitude, which the character "baby" in has. In other words, to turn into a healthy epic, the character `baby general` in should be changed into the character "baby" in . In the meantime, the movie showed both the changes for the better and for the worse at the same time. This is why this movie is useful in the literary therapeutic territory. In term of literary education, this study will also enable student to plan their own healthy lives.

개인발표 : 옛이야기 변용 교육의 가능역(可能域) 연구

조윤형 ( Youn Hyeong Cho )
한국문학교육학회|문학교육학  29권 0호, 2009 pp. 257-291 ( 총 35 pages)
7,500
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There are two adaptations in base of folklore. One is adapting folklores to other genres, the other is adapting materials of other genre to folklores. This will be a very effective mechanism for developping culture-creating abilities by vitalizing literature activities of learners. Folklores can be adapted to novels, poems, plays, scenarios, and cartoons etc and are growing in importance in the general culture. Until now, its education merely followed the present situation, but a more structured and sophisticated preparation and action is needed from now. In the other hand, Adaptation to folklores is enlarging and controlling the contents area with learning materials, games, tourist contents and also with commercials, academic papers, marketing papers etc. The success of this will depend on its education hereafter. In the literature classes of today, education through adaptation in base of folklores is not being actively practiced. For this, `curriculum for the gifted` that was created bearing the special educational situation, can be acknowledged and used.
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