글로버메뉴 바로가기 본문 바로가기 하단메뉴 바로가기

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 : 34권 0호 (2011)

문학교육에서 바라본 일제강점의 기억과 체험 : "친일문학"과 문학교육

윤대석 ( Dae Seok Yun )
한국문학교육학회|문학교육학  34권 0호, 2011 pp. 9-30 ( 총 22 pages)
6,200
초록보기
This paper aims to criticize the way of treating and conceptualizing the ``pro Japanese literature`` in the Education of Korean literature. In it ``pro Japanese literature`` is set up as negative literature. The ``pro Japanese literature`` is contrasted with ``resistant literature``. In the textbook of Korean literature, it is directed negatively by the editor of textbook. It can not be interpreted by students themselves, but presented as concrete evil. In this way students can not understand intrinsic logic of ``pro Japanese literature``. The fixed interpretation on ``pro Japanese literature`` came from exclusive nationalism. In closed nationalism all texts of the first half of 1940`s are divided and interpreted into collaboration or resistance. But there are many texts that are interpreted ambivalently. The Education of Korean literature through textbook closes the ambivalent interpretation of the literature text.
6,300
초록보기
A resistance literature has three definitions in use. 1. ``Literature of Resistance`` as a political resistance, 2. resistant literature as a resistance against all kind of dominant systems, and 3. ``Resistance of Literature`` confronting with the death of literature. Three definitions are distinguished with each other as follows; the second definition extended from the first that constructed its historical context makes us abandon its conceptual connotation in spite of helping us conversely expand its awareness of the issues. Furthermore, at the point of maximization of the awareness of the issues the third definition shows us the purest form of resistance. So the resistance literature can be told like that it has been changing the denotation of conception of literature historically. This change calls as the process of conceptual expansion. If you investigate the poems at the end of Japan imperialism in Korea, then you can find how the definition got the internal limitation and the effective meaning of its definition.
6,500
초록보기
Although there had been several changes to the educational policies around the Educational Ordinances by the ruling Japanese, the one unchanged basic foundation throughout the period was "making compliant subjects" out of the ruled with the Japanese educational basis of "utility" and "simplicity" at the root. That is, the ruling Japanese made textbooks in the minimal practical and cultural level in order to make compliant colonial subjects out of the ruled even through the people of colonized Joseon had comprehensive desire for modern knowledge. This study investigated the styles and background involved in the formation of aesthetic circuits in the mainstream literary education through the official textbooks published by the ruling Japanese and the writing materials published by the Japanese faculty. It noticed that the latter made use of literary materials, sought after literary skills, and searched for a need for literary education. The latter took different directions while their styles were somewhat similar to those of the textbooks during the Japanese rule, which was clearly contrasting against the official textbooks being trapped in the route to mass produce compliant subjects through the "elimination of literature" and thus in the magnetic field of "average literary skills." Writing in Joseon Language in Secondary School(1928), which was a writing textbook in secondary school, clearly displayed the features of literature or literary education. It succeeded the lineage of language nationalism by reflecting the contemporary revival movement of Shijo and put a consistent emphasis on individual expressions, specific actual feelings, and the meanings of individuality. The ultimate goals of the book, which covered activities to understand ego and the world through writing and individual writing, were "critical literary skills" and further "literary abilities" beyond "average literary skills." Study Book for Writing in Joseon Language(1931) was a teaching material for writing in Joseon language for primary school students and usually presented reading and writing activities in the pursuit of creation and appreciation. In the book, "creation" was another word for expression. It illustrated that creation was expressing one`s thoughts and feelings truly in writing rather than verbally and that it was individual and literary writing. "Appreciation," which was another core element emphasized in the book, was an effective way to train oneself in individual and literary writing and a preliminary stage. During the Japanese rule, the mainstream literary education shared asynchrony with the official textbooks, the basic readers from the private sector, and even the countless Cheokdoks outside school in hybrid or competing patterns. The Japanese educational ideology, however, advocated "utility and simplicity" and "average literary skills" and directed textbooks toward the routes of culture and practical use, thus alienating literature. The textbooks related to writing of the times require attention in many ways since they developed problematic consciousness of literary masters and materials, were made by Joseon teachers, and were taught in the mainstream. As the critical views of the world and the needs for affective and aesthetic consciousness were reflected in textbooks, the writing books(or study books) that were another form of "Basic Reader" built aesthetic circuits through literature.
6,800
초록보기
Modern literature was one of the newly emerging cultural forms, so it produced many youthful literary enthusiasts in the period of Japanese colonial rule of Korea. The fever of modern literature in that time was so hot that the society and educational institutes, which had to encourage the fever in ordinary time, however, had to cool it down. The fever of literature was so universal that it was useless to differentiate literary enthusiasts from ordinary students: almost all the students were absorbed in reading literary works and wrote them, not satisfied in passive reader, as to passing a night without sleeping. They organized literary coteries and published literary coterie magazines. Those activities was processed voluntarily by students which were eager to read and write literary works. It was true that literary education was imparted partially in formal education; in the course of Japanese, Korean, English etc. But most of literary education was imparted in fields of noninstitutional literary education such as reading, literary coteries, literary coterie magazines, mentors, public literary lectures, literary contests which were organized by newspapers and magazines etc. This thesis reconstituted diverse aspects of the noninstitutional literary education in the period of Japanese colonial rule of Korea through analyzing reminiscences on the days of learning literature of writers and poets in that time.

전후 모더니즘 시의 가치 인식과 문학사 교육

박윤우 ( Yoon Woo Park )
한국문학교육학회|문학교육학  34권 0호, 2011 pp. 111-131 ( 총 21 pages)
6,100
초록보기
The problem of understanding historical phase of Korean post-war modernism poetry can be solved accompanying with literary judgement and penetration why modernism was chosen in that era. It means that the knowledge of literary history must make its role not be restricted in instrumental confirmation of historical facts, but be a methodological and proceeding knowledge using for understanding broad socio-cultural connections of those era. Regarding that the aesthetical value of literature as a work of art is embodied constructing inter-relationship between the object and evaluation of receiving subject, the cognition of reality should be fulfilled through the critical interpretation on the representing forms of consciousness in discourse and its subjects. This also means that the education of literary criticism and literary history must goes together. If we accept that the education of literary history has a goal of incarnating literary values, it must be concluded to continuous producing process with self-reflective inquiry and reconstruction directing others, not to approval of canonized historical thoughts or ratification of text reading. To accomplish this, the quest of present value of literary works must be derived in the way of remembering history.

시 교육 평가의 개선 방안 연구

남민우 ( Min Woo Nam )
한국문학교육학회|문학교육학  34권 0호, 2011 pp. 133-159 ( 총 27 pages)
6,700
초록보기
The aim of this study is to review the assessment framework of poetic education in NAEA(National Assessment of Educational Achievement) and to suggest the way to redesign it. As we know, one of the function of educational evaluation is to collect data for improving curriculum and teaching method. From this point of view, the data of evaluating student`s poetic competence in NAEA aren`t functional for poetic education because the assessment framework of NAEA has problematic issues. First of all, the test tasks of poetic competence in NAEA were selected arbitrarily without independent framework of poetic education so that the evaluation of poetic education has not validity fully. Therefore, to improve the way to evaluate the poetic competence we need to redesign the assessment framework of especially, literary domain in NAEA. In this paper, there are suggestions for this problem. First, we need to re-design the framework to make for the independence of each genre in literary education. Second, it`s more refining the concept and structure of ``poetic competence``. This paper suggest a model for poetic competence to consist of eight category and three dimensions. Third, we rethink the way to select and the aim to test tasks in poetic evaluation. Concerning this matter, we should not interpret ``the curriculum-based evaluation`` literally but pay more attentions to the function of assessment for diagnose the strength and weakness of a curriculum. In conclusion, there be needs to change the framework to focus on the characteristics of each genre in literary education and give the priority to the final aim of NAEA.

PISA 2009 결과를 통해 살펴본 문학교육의 과제

김남희 ( Nam Hee Kim )
한국문학교육학회|문학교육학  34권 0호, 2011 pp. 161-182 ( 총 22 pages)
6,200
초록보기
The results of Programme for International Student Assessment, PISA 2009 which has been held by OECD was released in Dec. 2010. Outstanding performance results of PISA 2009 were reported for Korea. Especially, in reading literacy, we ranked first or second in OECD countries. It could be inferred from above results that Korean education has been conducted effectively. However, there are still some problems that require self-reflection and efforts according to various integrated information. The aim of this study is to draw the tasks of literary education by multi-sided analysis of PISA 2009 results. There are notable problems in Korean students performance in PISA 2009 reading. First, Korean students showed poorer performance in ``reflect and evaluate`` aspect on rather than other reading aspects, and the results of girls were better than those of boys. Second, reading ability of continuous texts are getting lower for Korean students. Finally, Korean students use little control strategies in reading process. Therefore continuous efforts should be made to overcome above handicaps as follows. First, reading methods of literary texts are necessary to expand to other text reading for the internalization of texts. Second, literary reading level should be raised by variation of text types. Finally, effective help with meta cognition is essential in literary education to apply previous experience with reading other text.

창의성 신장을 위한 초등 시 쓰기 과제 구성 연구

김미혜 ( Mi Hye Kim )
한국문학교육학회|문학교육학  34권 0호, 2011 pp. 183-211 ( 총 29 pages)
6,900
초록보기
This study was started from the question of how to compose poetry writing assignment in order to enhance elementary school learners` creativity. One of main reasons for having learners write poems in Korean language education may be to provide them with experiences in creative uses of the language. Poetry writing is also related with the development of abilities to appreciate literary works and ``the enhancement of creativity,`` which is one of general purposes of education. Accordingly, poetry writing assignment for elementary school learners needs to be composed not only in connection to special knowledge or competence in the ``literature`` domain but also in a way of satisfying requirements for general creativity. In the creativity theory, task motivation means the learners` interest in a task or their inner motive for achieving creative outcomes, and the level of creativity may be different according to what is demanded by the task to be performed by learners. If assignments are composed from a hybrid position that consider both the domain-specificity and the domain-generality of creativity at the same time so that they may meet requirements for the training of creative thinking and the specificity of poetry writing, they will increase the possibility for the transference of creativity, which learners display while carrying out children`s poetry writing assignment, to other domains, and at the same time, strengthen learners` abilities to write poems. According to the results of analyzing poetry writing assignments presented in the "Writing" textbooks the 1st graders under the current National Korean Language Curriculum, most of the assignments demanded imitation or adaptation and emphasized formative characteristics of poetry, so had a limitation in stimulating creative thinking. In order to solve these problems, the composition of poetry writing assignments should follow principles as follows. First, information on creative process should be provided. Second, conventional learning of poetry focusing on form should be supplemented with the training of ``poetic thinking.`` Third, social interaction among the learners should be encouraged in the process of writing and evaluating children`s poems. These results of this study have the limitation that they may shrink the meaning of poetry writing as education of creative writing, but can contribute to the improvement of curriculums and textbooks related to poetry writing in a way of achieving the enhancement of creativity, one of the general goals of education.

김소운의 글쓰기 환경과 번역 작업에 대한 고찰

배수찬 ( Su Chan Bae )
한국문학교육학회|문학교육학  34권 0호, 2011 pp. 213-242 ( 총 30 pages)
7,000
초록보기
The purpose of this study is twofold: I want to investigate the circumstance of making Korean and Japanese writing of Kim So-woon and understand the world of life-long texts produced by him consistently. Kim was perfect Korean, but he went into Japan in very early age, so acquired Japanese language thoroughly in Japanese dirt. He never doubted his identity as a Korean, but he raised himself under the Japanese influence because of circumstance factors. Kim, like almost every Korean modern writer, received the influence of Japanized western literature before having perceived the native cultural tradition sufficiently. Moreover, the intensity of influence he received by Japan was far more powerful than others because of his early visit to and settlement in Japan. Especially Kim had become cultured about the knowledge on modern poetry by reading many Japanized western anthology particularly during the late Meiji and early Taish? period. Individually Kim was conscious that he was neutral between Korea and Japan, however, he was adapted too far to the Japanese intellectual society. So he should have found the equilibrium between the past and the present; the past that his own root is inevitably in Korea, and the present that his life environment is actually nearer to Japan than to Korea. Such being the case, Kim`s own choice was translating, not Japanese culture into Korean, but Korean into Japanese, so introducing it to Japanese readers. Kim collected Korean folk songs extensively to compile them in the shape of 1933`s Collection of Joseon Folks Songs by Korean Alphabet, some parts of which were translated and then published Collection of Joseon Children`s Songs(1933) and Collection of Joseon Folk Songs(1933) respectively. He succeeded, to some extent, in delivering relatively simple Korean folk songs in the form acceptable to Japanese readers. But Kim So-woon had big difficulty in translating Korean modern poetry of full-scale composed under the overwhelming impact of Japanese and western literature, both because the aspects of modern Korean poetry in a creational stage varied and because it was originally impossible to fully represent the phonetic features of Korean language which is the essence of modern Korean poetry through Japanese language. Kim confessed an unsatisfied feeling that he couldn`t translate the soft resonance of Korean language into Japanese in his famous Japanized anthology of Korean poetry, Chosun sijip(1943). Indeed, what he made in Chosun sijip was a bundle of Japanized poems indited originally in Korean, so his task of translation reached the limit.

영화 텍스트의 시간과 기억 -임순례 초기 영화를 중심으로-

구재진 ( Jae Jin Koo )
한국문학교육학회|문학교육학  34권 0호, 2011 pp. 243-269 ( 총 27 pages)
6,700
초록보기
The purpose of this study is to present time and memory issues as an important methodology to analyze film, based on the fact that narrative is the key in film text, like in novel text. For the purpose, this study focuses on the early films by Im Soon-Rae because her pictures are realistic, minimizing excessive techniques and artificial structures, and are much meaningful with regard to time and memory issues. The main characters` memories in the seem to be absent. However, the memories are replaced by memories in father`s days. Also, the concept of time in the pictures does not assume change and progress and is close to current time to repeat infinitely. The main characters` memories in the are about the object of longing and nostalgia rather than about a sense of loss or an absence of something. The memories cannot be connected to the future in that the memories cannot be completed without only to feel the sense of loss. Used juxtaposition of past, present and future figures from different characters, asynchronism of synchronism in regard to time are shown in the film. In addition, the time repeated are found through the two identical scenes, starting and ending scenes, The issues of time and memory in the pictures imply author`s philosophy that the essence of our life is an absence of something. The cores of the early films by Im Soon-Rae are an absence of something as an essence of our life and the time of films are time of ``duration`` and ``repeat.`` It is suggested that film text also can be the object of literature analysis and the issues of time and memory as an important methodology to analyzing novel text can be applied to analyzing film text.
1