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 : 5권 0호 (2000)
5,800
키워드보기
초록보기
Communication includes overall signification activity of human. And phenomena of literature give good materials to study the aspect of communication. Especially genres of literature have the character of media for communication and genre-selection is result of interaction of knowledge about the object, the attitude of speech, the relation with audience and the channel of communication so on. The purpose of this article is making the principle of genre-selection clear. For this aim I selected Kyung-Gi-Che-Ga(景幾體歌) and Si-Cho(時調) dealing with O-Ryun(五倫). And as a result, I could discover that Kyung-Gi-Che-Ga(景幾體歌) is selected in the principle of confirmation and Si-Cho(時調) is selected in the principle of delivery. Like this, in spite of the same theme different genres were needed according to the aim of communication. This phenomena can give important suggestion to the understanding of communication as well as that of classic literature. More interest in the genres as media for communication is needed.

자아 정체성 형성과 이야기 교육

임경순(Kyung Soon Lim)
한국문학교육학회|문학교육학  5권 0호, 2000 pp. 101-122 ( 총 22 pages)
6,200
키워드보기
초록보기
Education is an activity about the growth of a man. literature Education is also on the premise it. Therefore, Helping the growth of a self is very important in Korean Education. But It is diversed argument about subject. This argument inquiry a self and possibility of it. A man is narrative man(Homo narrans). Homo narrans is beyond Homo sapiens and Homo significant. Homo narrans is pursue of self-identity. Narrative is very important in Self-identity. Especially, in the age of self loss. Self-identity in Literature Education is connected with narrative motive, narrative function, educational goal etc. These can achieve through the activity of narrative making. 1. Narrative subject and Self-identity. Modern subject is based on R. Descartes`s mind-body dualism. But This subject as mind substance is impossible. Thus, We necessarily accept P. Ricoeur`s proposition that we can understand well human life through his narrative. He distinguish between Identite´ comme me^mete´(idem, same, gleich)and Identite´ comme soi(ipse, self, Selbst). Self-identity (Identite´ comme soi) is connect with "Who am I ?". Thus Narrative emphasize Narrative subject, subject of activity. He is also a subject of confession, direction, speaking. Therefore The self growth through the activity of narrative is important in narrative education. 2. Narrative activity and the Method of Self-Identity formation. Narrative give inquiry instrument of possible act in everyday situation. Everyday question quest answer. We will construct narrative unity in it. We construct narrative according to question about "Who, Why, What, How, Whom with, Whom against." It is conscious act and goal pursuit. But, Narrative act is constructed in relation of self(narrative self, experienced self) and Other. It is also process that Self-Identity is formed Self-Identity is connected with writer`s worldview, group mentality and socio-historical situation. 3. A Base of Self-Identity Formation: Inner Form of experience. We can find Self- Identity in experience. Because Narrative construct thought about our being. Narrative subject(self) find himself in narrative and also participate in narrative act. Experience have temporality. Inner Form of experience have chronicle of memory and dramatic tension. Consciousness grasp temporally the object, present of past-memory, present of present, present-future-anticipation. These dramatic unity demand narrative form for express it. 4. Self-Identity and Ethical problem. We will grade object in our culture. Narrative also need our desire and evaluation. Narrative is connected with a certain value criteria about reality. It is interweaved by communication, desire, act of narrative structure. How these device construct is important in Self-Identity formation. Because The question about the self in narrative act involve responsibility about Self and Other. It is also care about self with conceming(epmelesthai sautou). If narrative spread in everyday life and narrative act is nature of man, man is not escape from narrative. And We realized that Self-Identity formation function of narrative is important in this thesis. Therefore We assert that Self-Identity formation through narrative become one of goals of Literature(Korean) Education. We will inquire concrete method.

고교 「 문학 」 교재와 외국소설교육

유인순(In Soon Yoo)
한국문학교육학회|문학교육학  5권 0호, 2000 pp. 141-165 ( 총 25 pages)
6,500
키워드보기
초록보기
Education of literature is lifelong education. But it is impossible to deny that its dependency on public education. In this paper, I review foreign fictions in 18 kinds of high school literature textbooks (categorized as second division authorized textbooks) and the relation between these fictions and curriculums for education in order to find problems and solutions in this area They are as follows. First, foreign fictions in textbooks are too oriented to western culture and sentimentalism. And no textbook deals with women`s works. It is necessary to include works of the third world, especially those of Chosunjok(Korean) in China and distinguished female novelists for establishing our identity against the world system under the new liberalism. Second, the relationship between foreign fictions and korean fictions in the 6th and 7th curriculum should be clarified for whole literature comprehension through the particularity and the universality of literature. And it is also needed to suggest a correct direction with deeper research about the situation and the flow of world literature. Third, textbook compilers should be more careful of explaining foreign fictions. Proper analysis and criticism are a prerequisite for harmonious teaching and learning. Forth, an incorrect translation reduces interest of students, and results in misunderstanding. Textbook compilers should select the finest translated text and if there be any mistranslation, it should be corrected with a consent of the translater.

1920 년대 한국 낭만주의 시와 상상력 교육

정정순(Jung Soon Jung)
한국문학교육학회|문학교육학  5권 0호, 2000 pp. 167-195 ( 총 29 pages)
6,900
키워드보기
초록보기
Romantic poetry in Korea in the 1920s has not been regarded significantly in teaching literature, because the poetry is inferior to other poetries in the viewpoint of literariness. However, we should not forget the importance of the period of early 1920s, in that lots of development in Korean Literature was made during the period. That is because the activities of those poets in the 1920s shows us what the literary imagination is as well as establishes the concept of modern poetry and poet. Therefore, we can find the significance of them in teaching literature. This paper tried to find out a possibility of imagination education from the activities of romantic poets. It is generally accepted that in the history of England-America literatures the Romaticism is closely realted to the work of imagination. Their pursuit of unreal world must be one of the driving forces that enables the fertilization of their imagination. This trend is also found in Korean poets. The propensity of the Korean romantic poems can be summarized as follows. They admired artificial world that is based on denial of the reality, which did not pursue a healthy ideality but addicted to self-pathos. The passionate indulgence in their emotion must have been developed into sentimentalism, which created `red` or `violet` artificial space that is difficult to be found in previous Korean poetic history. The importance of their literary activity for literature education is as follows. First, it supplies a important hint to understand the meaning of literary imagination. The literary imagination is intensively associated in the creation of image which is deviated from logical relationship in the reality, which can be realized easily in poem rather than in narrative. It is also important to note that the sentimentalism of teenagers can become a important literary resource. Their vague dissatisfaction with the reality and desire to escape from it have lots of similarity to those of romanticists, which can serve as one of the important motives to enable the fertilization of their imagination. Their poem writing enables us to recognize what literary imagination is and can inspire students to write poetry and to create literary world. One can see that the imagination is utilized in every field. However, it does not work in the same manner. Literary imagination helps us go beyond the real world where reason dominates and experience the world transformed in a creative way through language.

컴퓨터 게임의 서사적 특성

류홍렬(Hong Ryeol Rew)
한국문학교육학회|문학교육학  5권 0호, 2000 pp. 197-216 ( 총 20 pages)
6,000
키워드보기
초록보기
This thesis intend to understand the educational effectiveness of computer`s game. For this aim, this thesis pay attention to the characteristics of the narrative in computer`s game. The charateristics of the narrative in computer`s game is consoldated in three. (1) Only the element of act is appeared in the narrative in computer`s game. The computer`s game intend the reader to connect the act. (2) The actant of narrative is simplified. (3) The cause and efeect is excluded from the narrative in computer` game. This characteristics is presented in reader`s side. (1) The reader`s active role is important in the construction of narrative in game. (2) The reader understand retrospectively the construction of narrative by selection. The reader understand the meaning of his owm selection when game end. (3) The reader construct his own amative by changing viewpoint. The game present the only possibility. It is reader`s role to actualize this possibility. Thus the enjoyment of game`s narrative is understood from narrative.

게임의 장르와 역사

최유찬(Yu Chan Choi)
한국문학교육학회|문학교육학  5권 0호, 2000 pp. 217-244 ( 총 28 pages)
6,800
키워드보기
초록보기
This essay focuses on the issues of the computer game`s genre and it`s history. The classification of the computer games nerd various criteria for the demarcation work. For example, we can consider the different qualities of the computer game`s hardware and software and contents ware as a material for valuation. But these elements are not proper for the criteria to distinct the territory of the computer game`s genre. Therefor in this essay I have tried consider the possibility to adopt two basic elements as a material for valuation. One element is the history of the computer game, another element is the characteristic features of the computer game`s composition. Then I discuss each of the major types of the computer game on the market today. There arc arcade game, board table game, action game, adventure game, roll playing game, simulation game, network game etc.

장르의 역동성과 쓰기 교육의 방향성

최인자(In Ja Choi)
한국문학교육학회|문학교육학  5권 0호, 2000 pp. 27-52 ( 총 26 pages)
6,600
키워드보기
초록보기
The task of this essay is to diseuss the direction of `Genre-based writing education` in focus of generic dynamics. The genre is recurring rhetorical response to recurring exigenus. The `Genre-based writing education` started to critique the `Process-based writing education`, because it supposes the student`s power of expression is composed of individual cognition. On the light of genre theory, the expression behavior is connected to social-cultural context. But it did not mean that it is subjected to restrict fixed genre system. By Bakhtin, Ceneric forms are much more flexible, plastic, and free. than grammatical or other linguistic patterns. "Genre must. be fully mastered to be. used creatively". So, the. genric dynamics is very important in `Genre-based writing education` This essay discuss the dynamics of autobiographical narrative writing. Autobiographical narrative writing has two types. One is the narrative of `the discovery ego`. The other is the narrative of sucessful ego. But this genric convention is appropriated creatively in three way. Woman autobiographical narrative writing is appropriation this genric convention. They resist the woman identity constituted in patriarch, so write witness of narrative. The autobiographical novel reflect. the autobiography. They criticise the ideology of autobiography and reinterpretation in historical context.

문학교육에서 정전 (正典)과 학습자의 정서체험이 갖는 위계적 구조에 관한 연구

최지현(Ji Hyun Choi)
한국문학교육학회|문학교육학  5권 0호, 2000 pp. 53-99 ( 총 47 pages)
12,200
키워드보기
초록보기
Learner`s emotional experience of literature is considered as a process or result of education. But there seems to be no earnest discussion investigating the basis of the practice to offer a norm of evaluation. This study observe that the literary canonical works and system, agreed with as that true basis of evaluation, are actually weak to have a theoretical-practical properness endowing learner`s experience with justiciability. The aim of this Study is to verify the modes, registers, and process of literary canon in Korea, and the hierarchic structure of emotional experience of literature as canonical authority effort. To demonstrate this, I discuss two subjects as follows: 1. In Korea, the canon of literary education materializes as a system not representative works. According to the way of materialization of literary canon in textbook, learner`s cultural circumstance, and latent curriculum, an organic view of literature, as the canonical system, causes some specific literary experience to be justified; so-called `Han(恨)` becomes the traditional emotional experience, and equilibrium the universal emotional experience. 2. Literary emotional experience is maintained as a sole value system with the hierarchy of emotion by literary canon system. It could be figured a Pyramid model. We can find that the model is widely diffused at various theoretical-practical fields dealing with value and standard. And I make some suggestions as follows: 1. We need convert the Pyramid model into `building block model`, and tolerate the relativity of literary and experiential value(furthermore, literary experiential value). 2. In order to it, release the taboo of literary emotional experience. 3. We also have to reformate, reconstruct, and historically contextualize of canon.

놀이문화의 이상 : 소식의 「 적벽부 」의 교육적 독법

김풍기(Pung Gi Kim)
한국문학교육학회|문학교육학  5권 0호, 2000 pp. 123-140 ( 총 18 pages)
5,800
키워드보기
초록보기
The objective of this thesis is to seek the ideals of leisure culture through `Chok Byock bu` written by So-Sik at the age of Song in China and to try to link them to our reality educationally. So-Sik`s poems had become a kind of model for writing to medieval intelligents since the late Korye dynasty. They not only tried to imitate So-Sik`s poems in writing their own works, but also to reflect his poems` story and background into their daily lives. The motif was orignated from So-Sik`s `Chok Byock Bu" that on the night of 16th, July in lunar year was going out to the river and enjoyed writing poems and drinking on the river. Leisure largely has two functions. The one is to give us `liberated feeling`. This is to pursue a relaxed state mentally and physically by getting out of a complicated and suffering reality. This could be seen as drinking and singing. Leisure culture can be derived in it. The other is `strained feeling` which can control properly the liberated feeling. If a leisure culture only focuses on the former role, it can be nothing more than pursuing pleasure. It means that we try to seek merely `sensuous pleasure` by maximizing our desires through leisure culture. Therefore this penchant is needed to be controlled adequately. For medieval intelligents, poems played the role of checking the desires pursuing sensuous pleasures. It can be interpreted as an expression of `liberatd feeling` to reveal various feelings through the scene that speaker in Chock Byok Bu entertains his visitor, has drinks together and anticipates the playing of `Tung-So`. However the scene is not transfered into sensuous pleasure, but into the philosophical thinking toward nature and life, through the surroundings they are exposed to. The book is written like this: they were awaken at dawn in drunken, but deep inside it we can find the fact that liberated and strained feelings are appropriately altering. Recently teenager`s leisure culture superficially seems to become diversified, but it often tends to duly depend on the sensuous aspects. This leisure culture needs a kind of factors able to control the sensuous aspects in order to be rooted ideally into our daily lives. Of course, it has to be made shape through the sufficient discussion by many people as well as teenagers. For this we try to lead people`s attention to the leisure culture by introducing "Chock Byock Bu` carried in Korean textbook (the latter one) in highschool course and to give a chance to think of new leisure culture.

총체적 언어 교육을 위한 동화교육 방법론 - 교육연극의 방법을 중심으로 -

황정현(Chung Hyun Hwang)
한국문학교육학회|문학교육학  5권 0호, 2000 pp. 245-271 ( 총 27 pages)
6,700
키워드보기
초록보기
The aim of this study is finding the concrete methods of teaching the whole language while using the method of drama in education. The whole language lies not in the method of dealing with language itself but in the intellectual attitudes of langue users. Thus the whole language should be dealt with philosophically. And the assumption of developing the method of teaching the whole language is that the questions of what disciplines form the homology with the whole language education and what methodology is adopted in the disciplines be answered. I attempt to introduce the concept of in drama as the answer to the above questions in this paper. I pointed out that the fairy tales as texts are the genre of literature forming wholeness both in terms of form and meaning. Therefore, the realization of the whole language education can succeed only if an organic relations are formed among drama as a discipline, drama in education as a methodology, and fairy tales as a text. This paper has constructed the teaching model and manual for how to make such relations, using the text of "An Old Man With a Wen."
1