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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 : 39권 0호 (2012)

근대계몽기 문학교육의 형성과 흔적 : 근대계몽기 문학과 무학교육

정호웅 ( Ho Ung Jung )
한국문학교육학회|문학교육학  39권 0호, 2012 pp. 9-32 ( 총 24 pages)
6,400
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The objective of this article is to verify how literature ofmodem enlightenment period can be applied in the field of literature education, based on examination on the form of enlightenment and enlightenmentity which are the core character of literature in modern enlightenment period and on examination on the characteristics of literature in modern enlightenment period as the literature in transition period. modem enlightenment period was a period of enlightenment and this made the form of enlightenment as the basic form of the literature in that period narrative literature in modem enlightenment period can be divided into four categories amoebaean style, debating style, orating style and describing style of literature in modern enlightenment period, discuss about subjects which already have their answers, therefore those are closed forms debating style of the modern enlightenment period is about how people reaches to answer by debating, but about how people confirm the already chosen answer. In this sense, debating style of literature in modern enlightenment period also was closed form ``structure of relationship of teacher and studenk``, which is the basic form of [무정], is a collection of those closed discusses. These kinds of closed forms blocks the subjects from self reflection from the beginning Narrative literature in modem enlightenment period be divided into four categories amoebaean style, debating style, orating style and describing style by style of discuss amobaean style and orating style, which are characteristic style of literature in modern enlightenment period, discuss about subjects which already have their answers, therefore those are closed forms. Debating style of the modern enlightenment period is not about how people reaches to the answer by debating, but about how people confirm the already chosen answer. In this sense, debating style of literature in modem enlightenment period also was closed form . ``structure of relationship of teachr and student``, which is the basic form of [무정], is a collection of those dosed discusses. On the basement of the literature in modern enlightenment period was the dichotomy. this dichotomy divides "pre modernity/modernity" and also divides ``nihilation of the past/for take of the future``. These kinds of dichotomy is closely connected to the fact that the heroes of ``혈의 누``and ``무정`` are orphans. Authors lived modern enlightenment period saw the world through the window of dichotomy, dividing ``pre modernity/modernity`` and dividing ``nihilation of the past/for take of the future``. And made their opinions in accordance with dichotomy, "those kinds of dichotomy codes like beauty/ugly, truth/false, good/evil was, in some sense, a tool to express creativity" and in the other sense it was aresult of despair from the fact that people of modem enlightenment period could not find any lesson or legacy from the past and the older generation. As we far examined, literature in modem enlightenment period can be understood in several ways. By applying what we have examined literature education can be mote intensified and extended.

근대계몽기 문학교육의 형성과 흔적 : 전통지식인이 바라본 근대계몽기의 교육과 문학

정층권 ( Choong Kwon Jeong )
한국문학교육학회|문학교육학  39권 0호, 2012 pp. 33-59 ( 총 27 pages)
6,700
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This article aims at reconsidering education and literature in the early modem period of enlightenment with the case of Haehak LeeGi, one of the traditional intectuals in that period. Lee Go was a traditional intellectual who made efforts to maintain his own independent xiewpoint even in the period of the overwhelming Western power and the right of the strongest. He made points of the vices of flunkeyism, use of Chinese characters, and class discrimination on the side of convention and presented indepence, use of Hangeul, and equalitarianism, while he claimed on the side of the theory of education that people should be made group members who could communicate with each other, exchange each other`s knowledge to share their recognition as they as they would receive receive equal school education aiming at the restoration of the national regime without class discrimination. Though he was a traditional Confucian scholar,he also devoted himself to the introduction of modem sciences as he desperately realized that the new learning would be what Koreans should pursue in future. However, while doing so, he maintained his attitude with which he tried to attain the basic spirit from the early Confucianism. His writing was focused on the reform of the ruling class`` awareness just as he himself began with a thorough self reflection. The fact that allegoric writing, one of the traditional methods of writing, was considerably used in his articles is also relared to this. Lee Gi`s achievements cannot be said to be brilliant in camparison with those by park Eun sik, Sin Chae ho etc, who at that time found the national spirit, he nation from Korean history and Hangeul texts and left literary writings for the extension of their findings. However, he is a figure of another type of intellectuals in the early modem period of enlightenment as he reflected always on the basis of traditional things while engaged in enlightenment discourses with his recognition of changing conditions.

근대계몽기 문학교육의 형성과 흔적 : 근대 초기 서양문학 수용의 세 국면과무학육

배수정 ( Su Chan Bae )
한국문학교육학회|문학교육학  39권 0호, 2012 pp. 61-77 ( 총 17 pages)
5,700
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I focused on the interpretation of western literature in Korea in order to investigate vivid aspects of receiving western literature in early modern period. Because interpretation is the sole way to understand western literature for literary education, Until now, though some studied the influence of western literature at various place, hardly anyone had studied the temporal process of interpretation earnestly. As tran slation is a social phenomenon, it develops according as intellectual energy are ripen in one society. In this paper I examined the translation of Pilgrim`sprogess as a missionary text, that of The Count of Monte Cristo as an adapatation, and I enlighted the formation of literary translator in Korea. In Korea, regular translator was formed after 1920s, because Koreans must wait until someone appears who could command Korean and foreigh language efficiently. Translator cannot be educated without long term intellectual investment. For this problem I suggested both the endeavor of scholars who major in western language and the establishment of western classical language institute

근대계몽기 문학교육의 형성과 흔적 : 근대계몽기 학교 교육 내 문학교육의 특징

조희정 ( Hee Jung Cho )
한국문학교육학회|문학교육학  39권 0호, 2012 pp. 79-114 ( 총 36 pages)
7,600
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The purpose of this study is to examine the characteritics of literary education at school education in the period of Modern Enlightenment. In the times, the value of the medieval literary education had been denied, but the modem literary education had been formed. In those days, there were not a subject about literature at school education. The thema of Korean subject was literacy on the Korean alphabet and the Chinese characters. The concept and the range of literature in the textbooks was same as those of literature in the middle ages. There were texts including qualities of a play and a narrative in the textbooks. Those qualities was made use of for teaching/learning. Those texts would have affected the formation of the Modern literature`s play and narrative.

근대계몽기 문학교육의 형성과 흔적 : 아동의 발견과 아동문학의 기원

김화선 ( Hwa Seon Kim )
한국문학교육학회|문학교육학  39권 0호, 2012 pp. 115-137 ( 총 23 pages)
6,300
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The purpose of this thesis is to study the process of formation in modern Koreanchildren`s literature and to explore the characteristics in children`s literature in relation to discovery of modem children or childhood. As we know, Children are the essential condition to realize children`s literature. But the children has been existed in pre modem, the childhood which we see through this thesis has been produced in the modem period. Accordingly it is true that Karatani Kojin said the discovery of childhood was made by discovery of landscape or the insede. After the late 1990`s, the subject of the discovery of children has stimulated the reflection on the conventional recognition of children. In the 19th Centuries the modem modern education systematized children, so children that was systematized by modern education which was internalized development of theory of ``Knowledge, Virtue, andSound body(Ji 智,Duk 德,Che 體)``. Furthermore sanitary discourse of Imperialism intended to control children and family with healthy boby of children. Therefore a juvenile literature began to form in focusing on Korean children at that and it was insured by the so called modern style education, ``Knowledge, Virtue, and Sound boby(Ji 智,Duk 德,Che 體)``, the sanitary discourse of anti Imperialism in the period of Japanses imperialism. And this study examines the stances of the recent studies on the children`s literature of the formative period in the center of the theme of the discovery of children, Rencently children`s literature study is concentrating on the formation and origin of children`s literature. The recent studies on the children`s literature of the formative period have divided two parts, one is to insist that the origin of children`s literature is sonyun the other is Eorini. As a result in this thesis I have insisted the children`s literature originated formed at Eorini via the children`s magazines in the 1910`s, induding BurReun Jeogory and Aideul boi.

백석 동화시의 장르적 특질과 문학교육

김미혜 ( Mi Hye Kim )
한국문학교육학회|문학교육학  39권 0호, 2012 pp. 141-173 ( 총 33 pages)
7,300
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This study examines the possibility of educational utility internalized in Baek Seok`s fairy tale poems, and discusses the practical aspects of teaching and learning of literature that can be carried out by means of the utility. Fairy tale poetry, a hybrid genre beyond the boundary between prose and poetry, and a historical product yielded by the necessity of enlightening children, has significance in the dimension of the education of genre literacy. Baek Seok said that fairy tales should be the central genre for children as they can teach wisdoms necessary for children to understand world and lead a life, and that the language of fairy tales should be highly poetic language. Based on such understanding of children`s literature, he selected the genre of fairy tale poetry, which contains old stories in a poetic form, to engage himself in creative activities. Baek Seok`s fairy tale poems specifically have the following genre properties. First on the side of poetic form, word game elements are placed all over in Baek Seok`s fairy tale poems, and one can feel a strong sense of verbal rhythm when reciting them, Second, on the side of narrative composition, they mimic and adapt the contents and structures of old stories. Third, in his fairy tale poems, Baek Seok has achieved systematic combination of forms and contents by overlapping poetic rhythms and narrative rhythms through the repetition of identical phonemes, the repetition of identical syntactic structures, and the repetition and symmetry of narrative strutures. However, Gaeguri ne Hansot Bap contained in the elementary school Korean language textbook edited in accordance with the 2007 Revised Curriculum of Korean, is addressed in a way that is not helpful in understanding of fairy tale poetry as a hybrid genre, If genres are not fixed and invariable, literature education should proxide syudents with opportunities to find out how numerous genres interact in hybrid genres in cluding fairy tale poems. Experiedces in teaching learning of hybrid genres will help to cultivate literacy of various newly emerging contemporary genres.

유대인 대학살을 다룬 그림책의 서사 전략

나선희 ( Sun Hee Ra )
한국문학교육학회|문학교육학  39권 0호, 2012 pp. 175-210 ( 총 36 pages)
7,600
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The purpose of this study was to explore narrative strategies in holocaust picturebooks where primary implied reader is young child. For this , we analysed 5picture story books whose setting is holocaust. The results are as follows : In holocaust picturebooks, there is author`s note on the sidelines of picturebooks, body text. This note tells why and how the author writes such a picturebook. It serves as a guide for reading the picturebook text and understand ding the relatips between thetext and his historical reality. Besides this note suggests limits of representation of horrible historical reality in picturebook. It can also act also act as a buffer against shock that the young children may get to be under Except for , 4 picturebooks tell the urgent need of testimony by the reason of agedness and sickness of narrators. In this sense, these narrators seem like agent of the author who can not help doing writing as a testimony. These picturebooks authors show directly and indirectly their limits of representation of terrible historical reality through the existence of personified narrators such as a doll with cognitive limit and a tall tree that can look more than the human being. Excep for , 4 picturebooks are in the form of reminiscences. As we can see in the case of Erike, the memory of historical reality is closely connected with the problem of individual identity in the society. And like that of Helen, it may be a report of self reflection or play role in healing the scar.

일제 강점기 번역, 번안 동화 앤솔러지의 탄생과 번역의 상상력

염희경 ( Hee Kyung Yeom )
한국문학교육학회|문학교육학  39권 0호, 2012 pp. 211-249 ( 총 39 pages)
7,900
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This study considers the sudjects and media, aspets of translation accounts and realization, and historical issues around translation regarding the translated·adapted fairy tale anthology published in the Japanese Colonial Era. In particular, among the three groups that formed the core force of issuing the fairy tale anthology, this paper is focused on the translation activities of the juvenile movebt group in the nationalistic line(Bang Jeong Hwan, Lee Jeong Ho) and the socialistic line (Go Jang Hwan, Choi Cheong Gok). The two lines were the central force of the juvenile movement during the Japanese Colonial Era and were the group that formed the mainstream discourse of Korean modern children`s literature. As investigating the concrete statue statue of fairy tale translation positively and examining the selection and exdusion of translated works, concrete methods of translation and adaptation, editing systems for fairy tale anthology, and also the motives of translation shown in the preface and the letter of recommendation, this paper considers the political and ideological pursuit of two groups intervening with the practice of translation. The ``field`` of Korean modern children`s literature translation is the arena of competition that well shows the rivalry of political dynamics between the core forces that developed children`s literature movement and juvenile movement. The practice of modern children`s literature translation is the historical product and political behavior in which modem Korea`s interpretation on the spirit of the times and the subjects of translation or literary imagination is inserted intensely. In the process of forming and developing Korean children`s literature, it is needed to reexamine the positive functions and roles that translation has played and also its effects in literary history.

북한의 상고시대 문학론을 통한 고전문학관의 탐색

최홍원 ( Hong Wan Choi )
한국문학교육학회|문학교육학  39권 0호, 2012 pp. 251-290 ( 총 40 pages)
8,000
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This study aims at probing into how to solve and assess the distinctiveness of the classical literature in North Korea through the works and the literary history although the classical literature seems to have little to do with the literary theory of socialism in North. I wanted to clarify the standards of the awareness and the evaluation about the classical literature from the critical literature from the critical evaluation and the selective acceptance by the system of North Korea. With the specific literary materials of the ancient times which seem to be the starting point of the literary history, I examined the distinction and the distance of literary perspectives and literature education between South Korea and North Korea. The collision between the distinctiveness of the classical literature and the literary theory of socialism has following three implications. First of all, according to the history of wawreness of socialism, it results in the blind faith about ``Gesetzlichkeit`` of literature and distortion of his torical truth. Second, the principle of the people is more emphasized as the principle of Korean Workers`` Party is weakened and is integrated with the principle of the woking dlasses. Third, patriotism is created to be the characteristic standard of evaluation in North Korea and is served as the major factor which supports the value of the classical literature. I confirmed that arbitrary reversions with ``Gesetzlizlichkeit`` happen, the principle of selection and exclusion which is based on the principle of the people is applied rigorously, and the literary history is described as patriotism and Goguryeo oriented. Furthermore, I arranged the chance to reflect on the literature and the education through the perspectives of the classical literature in North Korea.

초등문학교육을 위한 교육과정 비교 연구

한명숙 ( Myoung Sook Han )
한국문학교육학회|문학교육학  39권 0호, 2012 pp. 291-322 ( 총 32 pages)
7,200
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I compared with the Korean Language Curriculum of 2011 and the Communication Art Curriculum of the state of Missouri in the Unite States of America of 2008. These two curriculums have the same aims and goals to develop linguistic competence of each native language. And two curriculums support students with literary experiences such as reading and understanding literatures. I analysed literary experiences that elementary students will get from these two curriculums. The following is the result of my analysis to compare with two curriculums. First, the Korean Language Curriculum takes its own plan to educate literature to students unlike Communication Art Curriculum of Missouri State. The Communication Art Curriculum just has some plans to read literatures to students. Second, the Korean Language Curriculum show more literary genres that students will learn than the Communication Art Curriculum does. The Communication Art Curriculum shows 3 genres, ``Fiction, poetry and Drama`` in the statement of the expectation. Third, the Korean Language Curriculum doesn`t have abundant detail contents that students will experience to learn literature compared to the Communication Art Curriculum. The Communication Art Curriculum has more literary contents and more detail contents than the Korean Language Curriculum. Fourth the contents of the Korean Language Curriculum are separated into classified contents and its grade contents, However, the Communication Art Curriculum has a contents table on a single sheet with classified contents and its grade contents. We should develop a better curriculum to provide better educational experiences because it is an educational imperative that we are elementary school students on the curriculum. And then elementary school students will get better experience for enhancing their literary competence.
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