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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 : 33권 0호 (2010)
7,200
초록보기
This article aims to examine aspects of 6·25-War education which are very important factor for comprehension of korean society and social consciousness. Especially I think that the education in korean language education category is more useful than other educational category, but practical aspect of education is not desirable. In this article, approach to the problem was done by two steps. One is looking back to the aspect of 6·25-War education in korean language education category, the other is finding the direction of 6·25-War education. The methodological concept of this article is ``memory``, which is very essential device in being handed down of social consciousness. On first step, I found that the memories represented in korean language textbook are follows; collective memory, blanked memory, processed and disguised memory, being abstracted or encoded memory. On second step, I suggest plans that can decode the encoded memory of 6·25-War in novels as a textbook material. That plans are as follows; activation of knowledge and context, expansion by complimentary text, application of oral statement texts. I anticipate that the desirable memories of 6·25-War are handed down for generations through the korean language education.
초록보기
This paper is trying to research the crisis of masculinity in novels of Seo Kiwon and Son Changsup and its meaning of literary education. If the post-war period novels are read through keyword ``gender``, a new interpretational prospect can be opened. Especially for novels of Seo Kiwon and Son Changsup who belong to new generation writers after Korean war, their novels are questioning the male subjectivity and showed how it collapse. Even though these novels have something in common, there are different directions between novels in questioning masculinity. One is a way that Seo Kiwon`s novels pursue the self reflective masculinity criticizing the violence of military masculinity through a intellectual hero. The other is a way that Son Changsup`s novels describe incompetent heros who lack the masculinity totally. In such ways, post-war novels show that gender identification is not steady at all but make some troubles with persons. Therefore these novels can provide various viewpoint about male subjectivity and masculinity especially for Korean male readers who have many schema about the military and Korean war by being transformed through various contextualizations.
초록보기
This paper examined the distribution pattern of Korean-War novels based on Korean language and literature textbooks in the 6th and 7th curriculums in Chapter 2. It was identified that there was diversity in that the subject matter of Korean-War novels almost included various views of the appropriation of war that has existed in Korean literary history and that there was an institutional and formal characteristic that has been opened in free choice as seen in 18 kinds of literary textbooks. In Chapter 3, on the contrary to this institutional, formal diversity and openness, uniformity of cognitive effect on the appropriation of Korean War created by novels in Korean textbooks was studied. Specifically, 1) in contrast with epistemological and ethical values shown by the appropriation of war of the old generation in the 1950s and the generation of 4·19 revolution in the 1960s, 2) existentialist novels of post-war in Korea and 3) ``Bildungsroman`` on national division in the industrialization age occupied an overwhelming majority. And the cognitive effect of these two kinds was examined. In addition, the worldview and human point of view created by synergistic linkage of them was looked into as well. It was identified that the cognitive effect puts basic instinct of self-preservation based on economic survival in front and appropriates life as a fight for existence caused by limitless competition. This cognitive effect created by synergistic linkage of a host of novels in Korean textbooks which appropriate the Korean War, to a degree, differs from issues of a history of studies, i.e. the valuation in history of literature, the studies of individual writers and works and the transformation of cognition on national division. Since the 2000s, in the Korean language and literature textbooks, on one hand, it is combined with ``Bildungsroman`` on national division in terms of overwhelming volume and on the other hand it is arranged making the Korean War(appropriation of war of the old generation in the 1950s and the generation of 4·19 revolution) as an axiological and epistemological problem domain become a minority, the back side and the past. Through this arrangement, the cognitive effect is created that regards a do-or-die limitless struggle for existence as a basic and universal human condition and finds human beings` intrinsic uniqueness and ``touches of humanity`` in only economic survival. It is safe to assume that since this cognitive effect on ``substance`` is located in ``form`` representing autonomy, openness, and diversity of free selection among 18 kinds of textbooks, it displays accidental and voluntary characteristics, not forced ideology.

개인발표 : 1910년대의 소설쓰기 원리 연구 -모티프 분석을 중심으로-

배수찬 ( Su Chan Bae )
한국문학교육학회|문학교육학  33권 0호, 2010 pp. 101-141 ( 총 41 pages)
11,600
초록보기
In this thesis I classified the interests in the world of the 1910`s important pieces of novel, and the motifs of it. And I understood the contents of each text as the combination of produced motifs, and the selection and combination of motifs as the contents formation of the novels, and I saw the viewpoint of author in it. Yi Haejo, one of the most diligent author of early 1910`s, regarded the making of ``home`` most important, and his texts` ending showed ``marriage-success motif`` or ``life-success motif. In 1912~1916, the text including ``free-love motif`` first appeared, and good pieces in which individual`s desire oppose with the worth of ``home`` such as ``first-love-failure motif``, ``men`s love competition motif``, ``married woman`s corruption motif``. Especially 「Janghanmong(長恨夢)」realized the idea and by-products of free love combining ``men`s-love-competition motif`` and ``woman`s mind-change motif``. In 1917~1919, the interest on the individual most increased, and the texts in this time described not only the outer accidents resulted from the desire of each person, but also the inner side of individual. For example, Yi Gwang-su`s 「Mujeong(無情)」 is the combined form of broken-engagement motif and man`s mind-change motif. And it showed that the engagement-medieval institution-couldn`t break the will of individual, and for this reason it described the inner side of each person very wordily. And Hyun, Sang-yun`s 「persecution」 and Yang Geon-sik`s 「Sorrowful contradiction」 tried ``intellect-frustration motif``, and they pioneered the method of combining description with the society-cognition to prevent it fall to confession on self or apology.

개인발표 : 일제강점기 아동문예지 『별나라』 연구 -송영과 임화를 중심으로-

박영기 ( Young Gi Park )
한국문학교육학회|문학교육학  33권 0호, 2010 pp. 143-177 ( 총 35 pages)
7,500
초록보기
Because of the KAPF which was founded in mid-1920 and 『Beolnara』 as an official journal of KAPF, there was a big change on the of children`s literature in late 1920. In late 1920, 『Earini』`s leading was finished and 『Earini』 and 『Beolnara』 coexisted. 『Beolnara』 concentrated its effort to educate the socialism to the proletarian children. Although 『Beolnara』 didn`t show the class consciousness at the starting point, it was changed to journal which has purpose by the influence of KAPF`s ``first change of direction`` and ``popularization theory of art``. As two key persons of 『Beolnara』, Song young and Im wha made a contribution on the children`s play by leading . They also introduced new areas such as and . was designed to educate class consciousness at the time that socialism has influence. It was utilized to lead the children to read and write the novel in easy way. By the , Im wha provided children better environment of art and culture. The outstanding activities that Song young and Im wha showed through 『Beolnara』 can be known by the discussion with companion or by the more delicate text analysis.

개인발표 : <구시마문(驅詩魔文)>의 표현론적 전통과 그 효용

황혜진 ( Hye Jin Hwang )
한국문학교육학회|문학교육학  33권 0호, 2010 pp. 179-203 ( 총 25 pages)
6,500
초록보기
This research originated the idea that if many texts have been produced style after a text, the text has the productivity and the efficiency of a special thinking. is a text which was styled after and . In other words, the text is on the traditional flow of them. This research has the aim of constructing the expressional tradition which was made by these three texts. Results are as follows. At first, three texts could describe problems which are distress writers by personification of them. The second, all three of them expose competitive sets of values with a question-answer organization. The third, all the texts show assurance of writers` values by changing of their attitudes towards their problems. And, this research propose that traditions of expressions are useful to the literature education and literary therapy. For students` writing, would guide to make and organize ideas. And, the people who has the mental problems could exteriorize and expose their problems by styling after spontaneously.

개인발표 : 매체 간 상호텍스트성을 통한 현대시교육 연구

송여주 ( Yeo Ju Song )
한국문학교육학회|문학교육학  33권 0호, 2010 pp. 205-235 ( 총 31 pages)
7,100
초록보기
This study tried to figure out the use of Intertextuality for various interpretation of poems. It is not focused on intertextuality between same genre as literature, but on intertextuality between different genre as poems and films. It is aimed for readers to use intertextual experience from other media when using the intertextuality. It is analysed to Kim Ki-lim`s poems from 1930 Modernism period, which intertextuality clearly stands out between media. Kim Ki-lim has mentioned the relations between films and poems, and he started writing poems with intertextual relationship in his mind. It is tried to figure out similarities between Kim Ki-lim poem`s formal and content characteristics and the film`s formal and content characteristics. The intertextuality that appeared in Kim Ki-lim`s poems is choosing camera`s view, applying cinematic technique called montage on poems, and more objective attitude than emotion in poems about tour which used modern transportation. It is suggested to choose viewpoint before reading poems, and to use intertextual experience and analogic imagination when reading poems. Intertextuality between films and poems helps interpretation by readers and acts as a scaffolding role. Through this, the students can accomplish the wider understanding about poems. To apply intertextuality between poems and films on to poetry education, we need information, experience, and ability to interpret about poems and films. Therefore, it is an appropriate education for upper highschool level.

개인발표 : 소설가소설 교육의 실천 방법

김근호 ( Keun Ho Kim )
한국문학교육학회|문학교육학  33권 0호, 2010 pp. 237-273 ( 총 37 pages)
7,700
초록보기
In this paper, I have studied the practical method of novelist-novel education. The novelist-novel is the important type of novel in Korean modern novel history. This type of novel has a characteristic of reflective novel dealing with it`s being. The novelist-novel involves many education possibilties in itself. But novelist-novel education has bee neglected in novel education. Little is studied about the novelist-novel education, and it`s educational practice has a same situation. To solve this problem, I studied the mechanism of novelist-novel in Korean modern novel history, and searched the practical method of novelist-novel education. The novelist-novel in Korean modern novel history has a formal characteristic of novelistic identity. It means the novelist-novel has the three inner form of novel showing novel`s existence. The first type is the dealing with novelist`s existence. The second type is the representing the process of writing novel. The third type is the dramatizing the communicative situation of novelist`s writing novel and reader`s response. These three types has the educational values in texts. And the novelist-novel has a long historical importance in Korean modern novel. Novel has a reflectivity of modern narrative figures. This fact results in the novelist-novel. Based on above results, I searched the three methods of practicing novelist-novel education in educational fields. Literature education has the originality of teaching literature phenomenon. Literature phenomenon has three points, as it were, the author, the work, and the reader. These three aspects has a education value in literature communication. Likewise, novelist-novel education has the same principle. In this, novelist-novel education in educational fields should pursue the exploring activities of the novel phenomenon. Focusing on this principle, I systematized the educational methods of practicing novelist-novel education in educational fields like this. First, the investigating activities of the mode of novelist. Second, the interpreting activities of the genre meaning of writing novel. Third, the reflecting activities of the aesthetics of novelistic communication. In this study, I argues the method of the novelist-novel education, based on the importance of experiencing the value of literary life. The results of this study are able to enrich the novel education. But this educational method is the one perspective of novelist-novel education, so another many approaches to this can be possible.

개인발표 : 해체시 읽기 방법에 관한 연구

오정훈 ( Jeong Hun Oh )
한국문학교육학회|문학교육학  33권 0호, 2010 pp. 275-307 ( 총 33 pages)
7,300
초록보기
It`s worthwhile to accept the de-constructional spirit trying to inquire into the new while denying the contents and forms of the existing literature in an actual ground for literary education. It points out the false image of reason-centrism on the basis of a critical idea toward the reality, and attempts at diversification of expression media and re-organization of perception. Such directivity of de-construction also affected our literary circles, causing a variety of writers to create experimental works. This research is intending to get students accustomed to the existing work appreciation method to experience a new appreciation method through de-construction poems which went ahead with a new methodological attempt in creation of literary works and their acceptance by going beyond a simple experimental trend. In addition, this research is going to suggest an educational method that helps understand and appreciate the use of diverse expression media deviating from the linguistic limitations, diversification of imagery methods of literature, singularity of ideas, criticism of a value system advocated by the Establishment, and the will to improve it, etc. Thus, this research is trying to grasp a de-construction poem really becoming to a de-construction poem by using the methods, such as "making of image mesh", "inquiring into a writer`s idea", and "looking of a strategy through text interrelationship." A de-construction poem assumes the characteristics of intentionally breaking off the mutual proximity of images, aiming to switch a way of thinking away from the creation practice of the existing writers, and doing imagery of meanings through a work & reality, and intertextuality between works away from individual text boundaries. Therefore, based on such characteristics, this research is aimed at proposing the teaching method of a de-construction method.

개인발표 : 시교육에서 알레고리 문제 -김기림의 「바다와 나비」를 중심으로-

정정순 ( Jung Soon Jung )
한국문학교육학회|문학교육학  33권 0호, 2010 pp. 309-331 ( 총 23 pages)
6,300
초록보기
Allegory has not been considered a core content in both poetics and poetry education, even though it can be found everywhere where literature is read and taught. I assume the reason why it has been excluded is because allegory has been subordinate to symbol in the history of rhetoric for a long time. The terminology is also a problem. An allegory by definition is a story, poem, or painting in which the characters and events are symbols of something else. Allegories are often moral, religious, or political. I focused on the aspect that allegories have two different stories. One is told in the text, and the other is implied by the context in which the poem had been produced. I argued that the poem, ``the Ocean and a butterfly(Badawa Nabi)`` should be taught as the sample of an allegory. The poem has two different stories; a story in the text, and another story by the context, which is the condition of 1930`s when the poet lived his life. We have to consider the context of allegories not just extrinsic information but one main component of the structure of the poem.
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