The important thing in adolescence is the course of making identity. This paper researched types of the growth and anti-growth through concrete literary works. It was young adult literature that consisted of readings as discovery. The growth essentially has a value-aimed direction. This is a process of value-realization that a certain accepter could experience something with a course of study. We were to experience young adult literature as completing truth in the course of reading as discovery through works including the growth and anti-growth drama. The growth novels deal with life of adolescents shaping their identity in the pain through discovery and growth. These novels beautifully show the course of seeking their own meanings. Also these novels indicate that adolescents have characters prefer independent judgements taking own responsibility and decision course beyond subordinate beings. While growth poetry has features to advance adults, to yearn for adults and to acquire wisdom of adults. These are related with empirical expands for ego, family, society, and universe. We need to expand and refine these materials to prove that young adult literature is a completing reality by reading method as discovery and their educational possibility is opening infinitely.

This thesis aims to clarify how to situate and treat literary text in reading area of Korean language and literature education. The distinct characteristics of Korean language and literature education in the curriculum is that reading area and literature education area are divided into different parts. But literary text can be the material of reading area because it is same as reading activity. The problem is text should be different entirely between reading education and literature education. And if it is possible to treat litery text in reading area, how the literary text should be covered. So in this study, it was researched how the literary text should exist in reading area. For this purpose, it was examined how to be situated literary text in reading area of the 2007th Korean curriculum, and how to be designed learning activity in the textbook. And it was researched foreign own language curriculum around Australia as the sample. In 2007th Korean curriculum, reading area and literature area are related widely. And in textbook of Korean, literary texts were used as reading material. But it was problem that as the material of reading literary text was the object of skill learning. The important point is literary texts have much possibility as learning materials, so to speak, experience and purifying emotions, cognition of the whole world, growth of students in life and so on. When the literary texts be used in reading area, thesepossibilities should be considered and extended into more various and abundant literary texts. This study expects more and more literary texts should be situated in Korean language and literature education as reading material, and expanded the positive effect of literary texts.

The task of this essay is both to explain the process of narrative thinking and to develop instruction principles to improve interpretative ability. The narrative thinking is an action of mind that making story. That is also a vehicle of thought and a useful tool of interpretation. The narrative thinking`s features are 1) a tool of discovering meaning, 2) integration of elements/processes, 3) systematization of semantic unites. The narrative thinking uses for interpret visual images which is of great important in modern society. It`s principle is 1) interpreting of symbols in visual image, 2) discovering conventional meaning, 3) inferring extended meaning. These principles has educational value. They contribute self-knowledge and self-growth. The significance of this essay is to clarify a concept of narrative thinking and to develop principles about interpretation of visual images through narrative thinking.

The purpose of this study is to analyze children`s literary education(wide sense) in North Korea. Mainly, I focus on the trend of general literary education field in the 1960s, since it was the transitional period of renovating the political power and relocating arrangement of literary field and educational system. Traditionally, children`s literature and its education field have been the important parts of national administration. Dynamic literary and educational culture policy, as Kim Il Sung called socialistic education, was based on the purpose of becoming cultivated communists. With the official education system, children have devoted to make society better. Formulating the brilliant nation as cultivated communist`s world, they had been learned about the Kim`s incredible revolution history that had been constructed by political power. At the same time, communists as a future leader group of North Korea made themselves to cultivate political thoughts through media, such as children`s literature. Children`s Literature, recently revealed by me, had a useful role for children to grow up children psychologically in order to produce typical communists in the 1960s. The considered three issues are below；first, the change from ocherk tononfiction was existed in it；second thing is literary power and political elimination; and third, it was explained to develop education for creation and reading. To sum up, the 1960s was that North Korea made efforts to establish the official education policy. At that time, literary education, implied general literary education, was one of the enormous parts in operating system of nation. With literary education, children had been cultivated as the representative group of communists in North Korea.

The purpose of this study was to explore the adult readers` reading process of picturebook. This study was conducted with a focus on two major research questions： what are the aspects of revealed responses when adult reader reads repeatedly a picturebook, and what effect does the feature of picturebook have on the adult reader stance during the repeated reading of the same picturebook? Research participants were 8 graduate students in the department of child psychology and education. Analyzed data were 8 picturebooks that they had read, their records of 4 times reading picturebook, and discussion of the picturebook among them. Data was analyzed focused on the transaction between the reader and the picturebook. The results are as follows： 1. The readers recognized that they could find out something new in the same picturebook and filling in the gaps was getting more elaborate whenever they read it. This means that there are some pretty limits to understand and explore the reader response after only one time reading. 2. The readers were conscious of the child in the every day life during the reading picturebook. Sometimes, that was why the readers could not construct more fully the meaning of the text.3. While the repeated reading, the reader had trouble interpreting the text in various ways because of the fixed reader stance that came from the internal elements of the picturebook and/or the externals. In other words, this means that the reader does not read everything with the same degree of attention, that is, the reader does not always read closely. There are implications for understanding children`s illogic response of the picturebook in the kindergarten. Furthermore, it is necessary to enlarge reading schemata through more dynamic discussion and more systematic reading education of picturebook. 4. It was revealed that the types of the picturebook can affect the reader stance of the text. There are implications for selecting and shared-reading the picturebook in the kindergarten. Young children can enhance the literary competence by experiencing the divers types of the picturebook.

The purpose of this study is to examine the frame on the evaluation of Korean classical poetry education. The concept of frame is derived from cognitive psychology. The frame on the evaluation of Korean education is defined as the psychological structure that forms people`s way of thinking concerned with Korean education. The frame on the evaluation of Korean education is divided into two parts, a listing frame and a positioning frame which are made by effects on learners in Korean evaluation. The former is influenced strongly by outside situations of Korean subject, The latter is planned by inner principles of Korean subject. Two frames are different views on same evaluation and intend to make different types of evaluation. In practice of Korean education evaluation, there isn`t one-to-one correspondence between the frame on the evaluation and an assessment tool in Korean classical poetry education. Some types of assessment can be used for both frames. In studies of Korean education evaluation, most studies are based on a positioning frame.

Satire novels make often use of sharp and cynical laughter and they have been a main topic of novel education. Satire novels give a significant contribution to education because they offer the learner multiple reading experiences. This paper intends to suggest a more effective method to teach satire novels by leveraging on the context of laughter. One of the novels of Chae Man-sik, "Chisuk", is used to exemplify the method. First of all, this work presents the context of laughter as shown in the following figure, which is an adaptation of S. Chatman`s narration model.Next, based on such model, a step?wise method for teaching satire novels is introduced. By following the presented method, learners will be able to fully enjoy a satirical novel through personal interpretation of the communication structure and the ideas of the main characters.

The purpose of this study is to analyze the contents of dialogue journals written by fourth-grade students and elementary preservice teachers. They shared same literary texts and communicated through the dialogue journal about what they read. To draw specific results, the dialogue journals were coded using chunks of text. Constant Comparative Method was used to analyze dialogue types in the journals. These dialogue types can be classified as personal dialogue, reading response dialogue, and conventional dialogue. Personal dialogue creates rapport between conversation partners and fosters reading response dialogue. Reading response can be categorized as sharing reading experience, mediating, inducing response, interacting with texts, and connecting with context. Sharing reading experience is a category that includes statements on reading habits. Mediating is related to schedules of journal writing or statements encouraging a partner to read a book. Inducing response includes dialogue leads literary responses from a conversation partner. Interacting with texts refers to some dialogues related to recognizing, interpreting and criticizing on texts. Finally, connecting with context refers to dialogues on intertextuality or reader`s life.By exchanging dialogue journals, elementary preservice teachers and fourth graders can share responses to literatures, sympathize with the emotions of a conversation partner, and reflect on their reading attitude.

One of the points in the literary education phenomenon which claims our attention is how could literary curriculum to be converted into literary textbook, and how could the content of textbook to be converted by the teacher`s class. Thus, this study treated 7th literary curriculum and literary textbook and the conversion aspects of literary class, and the aspects that contents system(article section and the table) of "acceptance and creation of literary" in the literary curriculum was reflected to 18 kinds of literary textbook were typicalized as the "change adaptation type" which accepts the change feature which is required for the education process, and the custom of literary textbook which has been handed down, Volume I was typicalized by branch, and the last Volume was typicalized "custom-oriented type" which follows the traditional configuration based on literary history and "revision eclectic type" which treats `principles` independently and configures by branch actually. In addition, as aspects of application of textbook in the literary class, the interviews of literary teacher in high school, teaching videos and EBS special lecture for college entrance exam were analyzed, so the teacher who uses the textbook more in the literary class was typicalized as "reliant transformation type" which reappears the education process depends on textbook, and the teacher who recognizes the textbook as one of the various things was typicalized as "reconstructive repletiontype" which uses the various texts suitable for textbook and learner`s psychological, cultural demand, and the other teacher was typicalized as "practical alternative type" which substitutes the college entrance exam as a practical purpose for the textbook.

The task of this essay is to develop the reading method of novel with interpreting the chronotope to combine text, reader and reality. The chronotope is fundamental form to express the experience. Especially the literary chronotope can represent the history and potential possibility. To explore the diverse chronotopes, the student should read the dialogic of the dialogic of chronotope in the Novel. There are many kinds of the chronotopes in the novel, such as major chronotope, minor chronotopes. and intra-subject, inter-subject, inter-subject according to diegetic level, In class, first of all the teacher analysis the chronotopes in the novel and relations. represent the development chronotopes and critical of development chronotopes. Something oppressed and trividualized in condtion of modern times, the writer represent it with various minor chronotope, the teacher let the student negotiate to compare the intertext, In this essay, the student with to compare the `margin of city`. Finally, the student reads with creative. The aim of the reading novel is to seek reflection the cultural discipline and explore the alternative.