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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 : 40권 0호 (2013)

문학교육학 및 문학교육의 방법론 검토 : 문학교육학의 이론적 범주와 문학교육의 방법

최병우 ( Byeong Woo Choi )
한국문학교육학회|문학교육학  40권 0호, 2013 pp. 9-30 ( 총 22 pages)
6,200
초록보기
The purposes of this article are to classify theoretical categories of literature education, and to search for good methods to educate literature more effectively by reviewing the trends. In this article, the categories of literature are classified as literary genre related category, literature education course category, theoretical background category and goals and methods of research category to review trends of researches in literature education. Research achievements in each category were reviewed through the previous studies published in the appendix of Introduction to Literature Education by Gu In hwan which is “Literature education related bibliography” and Literature Education, the journal of Korea Literature Education Association.” Based on the analysis results on those research achievements, this article pointed out the limitations of conventional studies in literature education and searched for the direction of literature education to establish theories and to reduce the gap with literature education in the field. As the methods, the followings are proposed; to devise original research method to study literature education, to expand research area to literature education course related categories, to expand the research area from generality to practical areas and to pay attention to the field of literature education. Additionally, media change related education, education of creative writing and interest in cultural contents production related field are also proposed.
6,600
초록보기
This paper reviews academic potentials of student-based theory of literature education as a part of Literature Education development. The standing of student-based theory of literature education is evaluated in compare to those of text-knowledge based theory of literature education and culture-context based theory of literature education. The most important concept in here is ``literary abilities``, which was also analyzed and systemized according to knowledges, performance abilities, and experiences on literature. This paper also discusses how the objectives-contents of 2012``s curriculum standards were systemized and explained, together with practical problems with actual education process. In addition, Problems of student-based theory of literature education were analyzed and listed in terms of knowledges, performance abilities and experiences, along with overall shape of literature education. Finally, analyzing literature education related Ph.D. research papers, achievements, limits and directions of student-based theory of literature education is discussed. All works explained above should contribute to systemization of literature education theory.
7,200
초록보기
The purpose of this paper is to define theoretical foundation and characteristics of reading methods of text-centered literature education. In order to do this, latest new discussions on ``close reading`` and Ricoeur``s text-centered hermeneutics were examined in relation to the New Criticism. The following is the brief outline of the results. In chapter 2, the dilemma of close reading was examined. The dilemma of close reading is that reding all elements of the text in detail cannot be referred to as a methodology and reading only the ``form`` of the text cannot be separated from the New Criticism. Terry Eagleton``s attempt separate from the New Criticism by focusing on the ``form`` within the text and then relating this form to political and ethical issues outside of the text is not considered successful. In chapter 3, similarities and differences between text-centered hermeneutics of Paul Ricoeur who claimed the thesis of ``autonomy of the text`` and the New Criticism was examined. The reading method of text-centered hermeneutics is very similar to the New Criticism because it thoroughly analyzes language structures of the text and focuses on the tension between heterogeneous elements. On the other hand, there is an aspect of an implication of a new reading method different from the New Criticism in Ricoeur``s emphasis on ``split reference.`` However, his claimed theory which emphasizes autonomy of the text also falls short of overcoming reading exclusively what is in the text. As a result, providing specific guidelines for not only ``the language structure of the given text`` but other things that needs attention in reading the text closely is an urgent issue that has emerged. Further study on this is expected.

문학교육학 및 문학교육의 방법론 검토 : 맥락 중심 문학교육학과 비판적 문학교육

임주탁 ( Ju Tak Yim )
한국문학교육학회|문학교육학  40권 0호, 2013 pp. 89-130 ( 총 42 pages)
11,700
초록보기
The purpose of this paper is to check the thcory and method of literary education and to find its practical possibilities, which are involved in context-centered and critical literary education. The key point of understanding and appreciating literary works is to identify a consistent theme. The context is a very important factor in literary education because coherent meanings of the text is formed in the context. Also, the critical literary education refers to critical attitude to consider appropriateness of authors`` thinking and feeling instead of accepting them honestly Criticism can be credited for the validity when proper understanding on the creative context takes precedence. The context is a important consideration in critical literary education as well. Therefore, the theory and methods of context-centered literature education and critical literature education were examined at this paper. Specifically, a concept of the context was checked with reference to a meaning of literary text at first. Second, the concept of context and adequacy of accepting the context are examined in Korean education. Third, theoretical foundation of central-context literature education and practical methods are check. Fourth, theoretical foundation of critical literature methods, I used the classical literature works. I expect that this text will help to fulfill methodological practice of literature education.
6,900
초록보기
This paper focuses on the problem of cross curricular of the national curriculum and the roles of teaching literature in the cross curricular learning. The themes of cross curricular have consistently increased but it was hard to find clear principles in selecting them, As a result, the themes have not been received in positive response by the teachers. We should establish the strict principles for selecting and categorizing the themes and many experts of relevant subjects should work together on the project form the beginning to decide on a direction. As park of the trial, I attempted to categorize the themes in six higher categories, ``democracy and state``, ``character and ethics``, ``sustainable development and environment``, ``economy and career``, ``health and safety``, ``information and media``. In this paper, I tried to embody the ideas that literature could integrate the various contents from many subjects in the cross curricular learning, and I focused on several important themes as ``state``, ``minorities``, ``farmers`` through the emotion and imagination of literary works.

소설 교육을 위한 이론 개념의 정착과정 및 재설정 방안 연구

김동환 ( Dong Hoan Kim )
한국문학교육학회|문학교육학  40권 0호, 2013 pp. 163-205 ( 총 43 pages)
11,800
초록보기
This research aimed to reestablish the theoretical conceptions of novel for desirable novel education. Because this study judged that several theoretical conceptions of novel used in field of literary education and in textbook are not correct and no longer efficient. The first step of this study was to review the literary educational curriculum from 1st period to 2009 period. The second step was to analyse the conceptions in literary textbook. By the review, some conceptions predicated a possibility of being errors in descriptive ways and contents. And some conceptions are needed to e reestablished as more effective conception. Those conceptions are point of view, character type(flat, round), plot event, structure of conflict and desire, etc. Thus this article suggest the method of reestablishing theoretical conception. The methods are as follows. Character types are to be divided by the simplicity or complexity, not by alterability or constancy. Structure is to be studied by the correlation between conflict and desire structure. And this article suggest that plot is the result of selection-exclusion and reorganization of information factor consisting story, point of view is the principle of selecting information factor. It is very important that narrator and author are not to be confused in the relation of Point of view. Lastly this article suggest that it is desirable to devide the type of point of view into three type-first person, third person limited, third person omniscient.

문학 토론의 방향과 방법 -“책 읽어주기”를 중심으로-

김상욱 ( Sang Wook Kim )
한국문학교육학회|문학교육학  40권 0호, 2013 pp. 207-237 ( 총 31 pages)
7,100
초록보기
The common major concept in reading as a domain of activity and text reading in literature domain is making meaning. Making meaning underscores that meaning is not fixed in the text but constructed through the learner``s active reading process. This change of perspectives on reading was triggered by epistemological change since Structuralism and formulated by Bakhtin, Rosenblatt, Vygotsky. However, Korean education did not present the specific content of making meaning even though the 7th Nationial curriculum identified “to be able to know the process of meaning making`` with an essential of understanding. The current curriculum reveals the same problem Still, making meaning is a basic concept in reading education in that it prompts the learner``s active, independent, and productive understanding of the text. This study aimed to demonstrate that reading is best realized through a making meaning process and the concrete instruction method of making meaning is discussion of literature. The literature discussion makes unclear understanding clear through learners`` active participation in the discussion and stimulates understanding by dynamic relationship between the teacher, peer students, and the text. The study recapitulated the concrete teaching method using ``reading aloud technique`` as an instance of literature discussion.

고등학교 학생들의 시 학습 경향 및 감상 능력 연구

남민우 ( Min Woo Nam ) , 구영산 ( Young San Goo ) , 김현정 ( Hyun Jeong Kim )
한국문학교육학회|문학교육학  40권 0호, 2013 pp. 239-267 ( 총 29 pages)
6,900
초록보기
We acquired survey data about poetry appreciation in second and third-grade high school students to inform recommendations for poetry education. The survey used to measure the poetry-learning disposition of four sections (perception, internalization, study methods, acquired knowledge) and the poetry-appreciation ability(structure, expression, identification of themes). Before the survey was administered to students, high school teachers rated each section on a scale of 0 to 5 based on how well they thought it measured the ability it was designed to measure. The average score given to the different sections was 4.01. Students obtained a score between 0 and 1 on each component of poetry appreciation. Average scores for perception where 0.52; for internalization, 0.55; study methods, 0.55; acquired knowledge, 0.83. These results indicate that most high school students have little internal inclination to study poetry. We classified 43.0% of students as having low, 44.3% as having moderate, and 12.7% as having high levels of poetry appreciation. High poetry appreciation was positively correlated with grade. Among tests measuring receptiveness toward poetry, perception was most highly correlated with study methods. Internalization had a low correlation with study methods. Perception was highly correlated with measures of poetry-appreciation ability. The ability to correctly identify themes in poems is highly correlated with receptiveness toward poetry.

<원왕생가>와 삼층 석탑의 구조적 상동성

신재홍 ( Shin Jae Hong )
한국문학교육학회|문학교육학  40권 0호, 2013 pp. 269-289 ( 총 21 pages)
6,100
초록보기
WonWangsaeng-Ga is a work of the involving type of 10 lines Hyang-Ga. This poem has been exquisitely constructed by spatial structure of meaning. The poetic I on earth asks the moon moving toward west to speak his story his story in front of the Buddha in heaven. In his story the composition between earth and heaven is obviously figured in a form of the praying poetic I looking up the Buddha on upper seat. According to this spatial composition the temporal meaning of past, present and future is aggregated. In this structure of meaning the spatiality shows remarkable features. Through analysis of this poem the structure of three stairs of meaning unit is appeared. The 3 paragraphs 4-4-2 lines of 10 lines Hyang-Ga are constructed with the way of involving paragraph. And the structure is constructed with a course of making theme concrete. The core word is posed in the center of second paragraph, and the key words are wrapping the core word. So WonWangsaeng-Ga is a poem having structure of complex layers. We could find the structural similarity between this poem and three storied stone stupa. In the early period of great Shilla when the poet live, the style of stone stupa were establishing. These stupa shared the contemporary symbolism and senses of beauty with WonWangsaeng-Ga. The way to make space in anywhere among three stories for setting crystals come from buddha``s body is related to the core word set in the center of second paragraph of the poem. The way to stick an iron pole into third story of stupa is connected with the coherent theme forward heaven of the poem. The rhythmical feeling from pilling up three stories with cube stones and roof stones is compared with the rhythmical sense of the poem. Comparative study between literature and formative art shows the ways of understanding cultural senses and aesthetic consciousness. With this study we can understand not only literature but also formative art.

향가의 실재와 믿음 형성에 대한 고찰 -<도솔가>와<제망매가>, <혜성가>를 중심으로-

염은열 ( Eun Yeual )
한국문학교육학회|문학교육학  40권 0호, 2013 pp. 291-331 ( 총 41 pages)
11,600
초록보기
This study is on the three special songs(,, in the ``Kantong(감통)`` section of Samgukyusa(삼국유사). Three songs affected god of heaven and earth, anhd made some miracles in the real world. This study is to seek an answer how song could make a miracle. All three songs were made for and sung in ritual to solve serious life problem or security risk of Silla(신라) Dynasty. So we regarded three songs as some king of response of those problematic situation, and approached words in those songs from a social point of view. We discerned some images in the world of works. Poets as good weavers had created some images, which weaved by people``s dreams, using a few effective and proper words. These images which all participants had dreamed to be or to become a reality, had affected all participants in ritual. As a result, we could come to conclusion that language had a power to build a reality in people``s mind and the reality in mind would start to make a belief, and then something could be happened in real world, going as far as be happened looks like impossible.
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