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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 : 30권 0호 (2009)

문학교육과 환상 : 김춘수의 무의미시와 환상

나희덕 ( Hee Duk Ra )
한국문학교육학회|문학교육학  30권 0호, 2009 pp. 9-28 ( 총 20 pages)
6,000
초록보기
Kim Choon-soo`s nonsense-poetry is a important text of fantasy poetry in that it overthrows the poetic standards and disturbs the rhetoric of representation through surrealistic images. His nonsense-poetics also focus on excluding every concepts and strengthening the materiality of language and image. This study regards the fantasy in Kim Choon-soo`s nonsense-poetry as poetic mode and examines the relation of poems and poetics. The main texts are 『The sonnet of Cheoyong』 part 1 and part 2 and several fantastic poems. In these poems, poetic words don`t have the referential meanings and images don`t product the metaphorical meanings. Only the unexpected combinations of images make disturb structuralizing meaning, and proceed to the concepts `non-signification` or `negative relationality` of fantasy. These characteristics of poetic language show that Kim Choon-soo`s nonsense-poetry contains the fantastic subversion. Well, then why did he need to investigate the nonsense-poetry and fantasy? Nonsense-poetry was not merely formal experiment for Kim Choon-soo. It was a aesthetic method to overcome historical wound and nihilism by doing research on the existence and language.

문학교육과 환상 : 조선시대 사대부 문인의 "환상" 인식과 문학적 향유

최기숙 ( Key Sook Choe )
한국문학교육학회|문학교육학  30권 0호, 2009 pp. 29-65 ( 총 37 pages)
7,700
초록보기
Traditionally, literary fantasy was considered negatively and excluded generally in Joseon period. However, there were lots of writings which used fantastic imagination written in Chinese characters by the intellectual and noble class in Joseon period; they used the literary fantasy as poetic imagination and episode for everyday life writing like diaries on fantastic dream. This paper analyzed the dual point of view of the intellectual in Joseon period on literary fantasy through researching their writing collections and alsoa nalyzed the topology of the literary fantasy .The first, this paper analyzed the words corresponding literary fantasy; strange(奇), unfamiliar(異), mysterious(怪/怪), ghostly(神), uncertain(愧), unbelievable(虛), queer(誕) etc. And also analyzed their examples amongst their writing like proses and poems. Such words were chosen as fantastic meaning related something suspicious, doubtful, curious, interesting, critic, negative, and hospitable attitude. Such nuance were mixed and fluctuating in each writing. The second, there were remained some critical essay regarding Shanhai jing(山海經), Soushen chi(搜神記), Liao-chai-chih i(聊齋志異) etc. These records showed that the fantasy was regarded positive and general imaginative points amongst the noble class in Joseon period. The third, the intellectual used the fantasy in their writings like these; imaginative motives in poems, ordinary life`s curiosity and taste, specific objects should be proved, and narrative logic and structure of a series of narrative genres like novel, yadam, biographies on extraordinary persons. Most of all, the fantasy was regarded some cultural media of noble class as some sort of encyclopedic knowledge. Some series of encyclopedic collections contained some fantastic section; Lee, Ik(李瀷)`s Seonghosaseol(星湖僿說), Jo, Jae-sam(趙在三)`s Songnamjapji(松南雜識), Lee, Kyu-kyung(李圭景)`s Ozuyeonmunjangzeonsanko(五洲衍文長箋散稿), Kweon, Mun-hae(權文海)`s Daedongunbukunok(大東韻府群玉) etc. Such tendency showed that the fantasy was regarded some knowledge and culture which the noble class should know at that time. The intellectuals in Joseon period showed dual point of view on the literary fantasy. They had been considered the fantasy as literary motives and imaginative media continuously in their every day records, poems, and fictional narratives written Chinese characters. And the other hand they strongly criticize the fantasy on the noble genre. Such tendency showed that the literary imagination could be ranked by the characteristics of writers` and readers` group and the confusing view point on the fantasy was the literary reality in that period.

문학교육과 환상 : 현대소설에 나타난 변신 모티프와 환상

김미영 ( Mi Young Kim )
한국문학교육학회|문학교육학  30권 0호, 2009 pp. 67-93 ( 총 27 pages)
6,700
초록보기
This study set out to investigate the meanings of diverse fantasy texts in modern novels through the patterns of "transformation" motif by analyzing how "fantasy" was formed in what networks with the reality of the times. The same "transformation" motif can manifest itself in diverse meaning changes as the aspects of the times are reflected and thus contribute to the broader horizon of fantasy literature. Subversiveness, one of the characteristics of fantasy literature defined by Jackson, lies in the vein of the logic of resistance discourse, which offers crucial implications for the reasons behind today`s modern authors` interest in "fantasy." The study focused on the works by Jang Yong-hak, Choi In-hun, Choi In-ho, Kim Yeong-ha, Song Gyeong-a, Oh Su-yeon, and Han Kang. The transformation motif in Yeokseongseoseol by Jang Yong-hak and Guwoonmong by Choi In-hun leads the way to the fantasy to reveal the critical awareness of the post-war generation. The Room of Others by Choi In-ho has the characteristics of a fantasy text to show alienation and absence of communication in the industrialization era. In the 1990s authors` interest in fantasy increased both in quality and quality. By reviewing High-Tension Lines, Books, Invisible Man, Bugs, and Fruit of My Lady, the investigator found out that the fantasy texts reflected the diverse aspects of society.

개인발표 : 해방기 "국어" 교과서와 탈식민주의 -『초등 국어교본』을 중심으로-

강진호 ( Jin Ho Kang )
한국문학교육학회|문학교육학  30권 0호, 2009 pp. 97-126 ( 총 30 pages)
7,000
초록보기
This article addresses the issue of `Korean elementary school textbooks` existent in the liberation period, and includes elements of colonialism and postcolonialism. Postcolonialism incorporates a critical discourse towards the Japanese influence, which continued after the colonial period. The evacuation of Japan from Korea was not facile, as postcolonial procedures had never been predicted or did not offer a promise of liberation. Korean elementary school textbooks adequately provide credible and reliable information concerning the details of the procedure. These books include examples from colonial Japanese textbooks, but they contest and attempt to replace this information with that which reflects a Korean mind-set. One postcolonial intention has emerged as the denial of identities forced by Japanese imperialism and evolved into a search and enactment of new Korean identities. Based on this presupposition, the study of these textbooks exposes a significant narrative and highly relevant discourses, as I describe below. Firstly, this textbook explores and exposes the newly required process of founding a nation-state as a nation. We can consider that, the act of fabricating mythologies by the Japanese in Korean textbooks, and subsequently, relegating Dangun mythology to folk story-level, to emerge as an attempt at re-territorialization by the Japanese. These textbooks signify the beginning of modern education. The organization of units and details the textbooks employ reflects that of most textbooks. This textbook though indicates the connectedness of the origin of Korean textbooks with Japanese textbooks. The argument that Japanese textbooks ground Korean textbooks, in the post liberation era, would suggest that Japanese imperialism has influenced Korean language education. The Japanese colonial legacy simply no longer just includes pro-Japanese collaborators.

개인발표 : 맥락 중심의 시 창작 교육 -비유적 발상을 중심으로-

정정순 ( Jung Soon Jung )
한국문학교육학회|문학교육학  30권 0호, 2009 pp. 127-151 ( 총 25 pages)
6,500
초록보기
When students are supposed to write a poem in a literature class, they need to think about the context; why they write(purpose), who will be the readers(implied reader), and what they want to say about(topic or subject). I focused on the purpose of writing a poem; self expression. Students should be encouraged to express their own experiences and feelings. They should be encouraged to write them in the form and shape of poem as well. That`s why I use students` picturing for figurative conception, which will be main images and metaphors in the poem the students will write from the pictures. Based on some cases to which I applied students` picturing for figurative conception, it can be said that the most important thing in poetry writing education is that students` own authentic experiences should be topic. Furthermore, students must not be censored by any kind of evaluation pressure while writing. They will learn principles of metaphor inductively while picturing and writing their own feelings from experiences.

개인발표 : 현대시 운율의 이해와 교육 방법

이혜원 ( Hye Won Lee )
한국문학교육학회|문학교육학  30권 0호, 2009 pp. 153-180 ( 총 28 pages)
6,800
초록보기
Every modern Poem has its own unique rhythm, which is not easy to understand and appreciate. Therefore in this thesis, I research this new and specialized aspect of the modern poem`s rhythm as a transformation of traditional poems, I also suggest a method for teaching rhythm in modern poetry. One function of the rhythm of modern poems is phonetical. This phonetical function is related to that of traditional rhyme, and we can see the effect in the repetitions of special sounds. Modern poems are outstanding for the application of sound symbolism, which is related to mood and meaning. In modern poems, the repetitions of the ending of a word, which is similar to rhyme are related to a tone, and make a unified mood. The second function of modern poem`s rhythm is syntactical. It is related to a pauses that are caused by the division of lines or stanzas. In each modern poem, unique meters are created that are distinguished from those of traditional poems. The meters of modern poems are determined by the meaning. The enjambment which appear in modern poems also has the unique function of strengthening meaning. Assuming a basic understanding of the rhythm of modern poems, I suggest a teaching method which focuses on the oral reading of poems. Reading aloud is the most effective method for feeling the rhythm of a poem. At first, students read a poem freely; Then the teacher helps the their understanding of tone, mood and the relation between rhythm and meaning by asking diverse questions. And then make read again, so feel the harmony of rhythm and meaning, and can express their feelings about the poem. The teaching about a modern poem`s rhythm can not be divided from the process of explanation about their meaning. It is completed when the students understand the harmony of sound and meaning.

개인발표 : 사고력 증진을 위한 문학교육 방안 연구

원자경 ( Ja Kyung Won )
한국문학교육학회|문학교육학  30권 0호, 2009 pp. 181-209 ( 총 29 pages)
6,900
초록보기
The purpose of this research is to come up with the way that improves the ability to think through literary education. Literature is not a fixed or passive knowledge, but the literary phenomenon, which is organically integrated with production, structure, expropriation and reflection of text. Therefore, when learners actively participate in this procedure, discover problems and solve them, a high degree of thinking process occurs. So, literary education can be reduced to education of improving ability to think. I propose the `Interaction Instruction-Learning Method` as the way of that education. The `Interaction Instruction-Learning Method` is the approach that attaches importance to the relationship between instructors and learners. Also, it increases the effectiveness between both parties. The Instructive relationship emphasizes the mutual relation which can realize the potential of learners. The mutual learning experience can be divided into six steps, and the experience of each step develops the learner`s thinking. It becomes developed into complex and higher-thinking such as deductive, logical, critical and integrating thinking. I also propose `context reading model`, which uses multiple texts rather than single text, to improve literary thinking. As learners compare, contrast, analyze and synthesize the multiple texts, `integrating thinking` is formed. Because this process causes cognitive shift by internalizing, the educational influence of multiple texts is more effective than single text. Finally, literary thinking has characteristics called `aesthetic thinking`, which is different from scientific thinking or mathematical thinking. The class, which is organically integrated with cognitive thought and affective appreciation, is needed for forming aesthetic thinking.

개인발표 : 맥락을 활용한 고전문학 교수-학습 방법론

최광석 ( Kwang Seok Choi )
한국문학교육학회|문학교육학  30권 0호, 2009 pp. 211-240 ( 총 30 pages)
7,000
초록보기
Context is important in classical literature, because space-time is distance from the here and now. So we study on the methodology of classical literature education utilizing the context. We try to adjust the meaning of `context` by comparing with `textual situation`. Namely, textual situation is the information that learner understand from the internal text, but context is the information that learner search from the outside or given by outside. Learners must study classical literature text by relating internal text with context. In the first step, learner understand the internal text, and reason the context. In the second step, learner understand the classical literature text with the context of `the then and there`, `He[They]`. And learner relates internal text with context by replacing or fabricating the context. In the third step, learner compare `the then and there`, `He[They]` with `the here and now`, `I[We]`. In the fourth step, learner produce the text himself by criticizing the classical literature text with `I[We]`s context. Learner`s literary ability is elevated by these process.

개인발표 : 시 수용자의 상상적 독서공간 구성에 대한 연구

손예희 ( Ye Hee Son )
한국문학교육학회|문학교육학  30권 0호, 2009 pp. 241-266 ( 총 26 pages)
6,600
초록보기
This article discusses the receiver`s reading-space which concretizes imaginative experience of reading poetry. I offer reading-space, in other words experience space which creates through imagination, in a viewpoint that the main goal of poetry education is that reading poetry makes learners happy. As a result of analyzing texts receiving poetry, variables of constructing reading-space are text, receiver, and distance between text and receiver`s experience. Some subject receiving poetry constructs space through association, and links it with his experience. Also some receivers make use of receptive text according to characteristics of the text, or enjoy aesthetically showing creative imagination. It is necessary to make up for educational elements to apply in classroom. It also brings another explanation and I will discuss it in another article.

개인발표 : 김동리 소설과 화개 -「역마(驛馬)」에 대한 새로운 해석을 중심으로-

정호웅 ( Ho Ung Jung )
한국문학교육학회|문학교육학  30권 0호, 2009 pp. 267-290 ( 총 24 pages)
6,400
초록보기
We have examined meaning and role of Hwagae in Kim Dong-ri`s four novels laid in Hwagae. Hwagae in Kim Dong-ri`s novels can be separated into two sceneries; Hwagae(화개) as social a background and Hwagaeggol(화갯골) as a natural background. Social background, Hwagae is the place where desire for settlement and the thought that settlement is the desirable value rules and ordinary ethical codes controls. those thoughts, desire and ethical codes sometimes work as suppressing methods that give pain to the villagers and sometimes engrave deep Han(한) on villagers hearts. In this respect, Hwagae is scenery of suppression and lack. Hwagaeggol(화갯골) which is natural scenery is, in contrast, the ideal place with freedom and satisfaction where people are free from restriction of those thought and desire. Characters get hurt from reality of suppression and lack of Hwagae can recover by harmonizing with nature of freedom and satisfaction. Though Kim Dong-ri separated social scenery and natural scenery, he is not trapped in rigid dichotomy of affirming one and denying the other. He tried to understand it by examining both inside and outside of `Life` carried on by the world consisting natural and social scenery. Of course the author`s ultimate aim is, as all Kim Dong-ri`s literature is, to escape from the social scenery which is the place of suppression and lack and harmonize with natural scenery which is the place of freedom and satisfaction. But the important fact is that this aim is not based on denial of social scenery and the life carried on in the scenery. In middle, high school and college literature classes we usually define 「역마」, the masterpiece of these four novels, as world of amor fati(운명애). It is not wrong but also no right, because amor fati is just one of many faces. Literary works are complex being which have many aspects. As yet our literary education has not reflected this general property enough. Kim Dong-ri`s four novels with background of Hwagae make us reflect our reality of literary education.
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