An adolescent period is a very important to their life. However study or literature is not through going enough that this generation have to read or reading. Youth literature have the following features. The first, it have to have purpose to realize aim of education. The second, it have to have true character that deal with youth problem directly. The third, it have to have enjoyment that youth can enjoy independently. Youth literature show us following aspect nowadays. The first, there is school literature that learn and teach in school. The second, there is 1318 literature that includes from 13 to 18 in age. The third, there is alternative literature which is agree to identify and interesting of 1318 with criticise of school literature. We will represent the youth literature with concerning about youth literature`s feature again. The first, Youth literature is written by themselves. The second, that is selected for Youth. The third, that is treat with Youth. The fourth, that is read by them. Next issue is explain that "the worth art to read for youth" have what composition.

1. The 7th Curriculum, which is in force in this year, includes significant change in many ways. Leaving behind `The Nation Common Basis Curriculum` which should be completed till the tenth grade, setting in The Curriculum Course by Level reconsidered students` easiness, and extending of students choices that get out of equalities, all of these plans couldn`t be experienced by The 6th Curriculum. 「The Woman`s House」 is the result of efforts about national division literature. Due to Man-Duck in this literary work not only described under the rule of Japanese imperialism and national division condition, but also proved them had to be refused violences. Author gave form to Man-Duck`s state and will of resistance which was related to national division, at the same time she awakened through reflection of modern history tragedy which didn`t permit innocence love. But, in spite of affirmation, it had some problem that the work included conservative point of view about North Korea. As it were, the space of this work was not the place which had history of North Korea but the space which was absence of time, simultaneously, the primitive stage. It has also serious problem this conservatism has some possibility which can obstruct reasonable understanding that can overcome national division. 「The Rainy Season」 is a literary work calling nation`s divided realities into question more active than 「The Woman`s House」. There are several reasons why this work got the reputation of being a model of national division`s novel. First, this work picked up an ideological problem being a substantial reason of division through troubles between the families. And this borrowed a motive of shamanism`s folk belief. Also, this work showed a strong conquest will through it. But this work has many problems. The problems are easy awareness of ideological troubles, an optimistic view of unification, and awareness of being possible to strengthen anti-communism by partisan`s brutality. Education is composed of passionate participation of teachers. Teachers` participation must play an part as a social project that live up to critical reflection and behavior to make political thing into educational and belief to make daily life resisting oppression into human life.

N/A

Literature education is achieved to teenagers in secondary school. Is this education optimized to them? What position is teenagers literature occupying in literary education today? In this study, I investigated the identity of teenagers literary (`Chong-Sonyeon literary`), and examined its current condition. Research contents are summarized as following accordingly. 1. Teenagers(as `Chong-Sonyeon`) appeared to concept kind of generation as historic category like `68 generation`. Although people treat them by existence that change by adult in child, but is ought to recognize by existence that have peculiar identity. 2. It is literary subcategory that have peculiar identity as well as teenagers literature. In this case, its concept becomes `Literature that teenagers produces directly and enjoys`. 3. Usually teenagers literature is apt to be evaluated by third-rate thing than established literature within its area. Therefore, teenagers literature has tendency to reclaim new literature territory, and that is Internet today. 4. We must not conduct teenagers` production or their cultural production activity in Internet through problematic of established literature to understand teenagers literature. Because new literature is tried by new generation there.

The Medieval poetry in Chinese character is based on the poetics of parallelism, poetics of reproducing verse principles, and the poetics of symbol. Among these poetics, the poetics of parallelism is the principle that a certain phoneme, phrase or image must be corresponded by another phonemes, phrases or images. So, a certain phoneme, phrase or image could be amplified by its pair. Of course at last that phoneme, phrase or image can keep equilibrium with the another part. From the point that a phoneme, phrase or image amplify itself, the poetics of parallelism can be referred to a kind of verse production principles. Parallelism is a poetics of producing a couplet verse at every element of the verse, like phonology, morphology, syntax, and image. There are 71 kinds of parallelisms. Excluding the same sort of the parallelisms, there are at least 57 kinds of mutually distinct parallelisms. From this fact we can know two things. The one is that through the medieval age the parallelism was paid serious attention to by the medieval literacy especially in the poetry in Chinese character. I could not find whether the Western literacy subdivide parallelism like the case of Eastern literacy. From this we can know that parallelism is the characteristic feature of the Eastern literature distinguished from the Western literature. As the civil service examination test the capacity of making beautiful poetry in Chinese character, making a couplet by the principle of a parallelism is very important. So parallelism was took a serious view. As almost all of the medieval literacy took a civil service examination he had to study how to make a couplet by the principle of the parallelism. Every parent or teacher want to know whether his student or child could make the couplet. So he present a phrase in a poem or a line of a poem, a verse or a stanza to his pupils or his children, the pupils or the children had to form a counterpart to mate. If the counterpart is beautiful or characteristic then they placed his hopes on his pupils. The other is that the parallelism is consisted at every the elements of the poetry in Chinese character. The first is the phonemic level, the second is the morphological level, the third is the syntagmatic level, and the fourth is the level of image. As parallelism constructed by the strata of the elements of the poetry in Chinese character, so a sort of conception could be presumed that everything that exist in this world must have its pair. So parallelism has a philosophical especially ontological base. They thought that everything in the world had its counterpart inevitably, and that when a thing met its counterpart then it could form the whole. So that the solitary one is not normal pair is normal. This is the medieval ontology in the Eastern. The poetics of parallelism is based on this ontology. So we could know that through the Medieval age in the Eastern, literature could not distinguished from the philosophy, and the literati is also the philosopher.

This thesis argues that reading and enjoying of each literary works should be the important object in literature education. To reach that goal, the activity of criticism can be used as a prime performance. In this thesis I propose the activity of `making a novel newspaper` as a possible method. Recent paradigm of writing in literature education have a tendency to overlook the importance of reading each literary works. Unless that writing paradigm is not based on the student`s own reading and enjoying, literature education will be the tiresome task for students. And If they concentrate on reading individual literary works, they can develop their express ability such as writing and talking. We can summarize this proposition as the `return to the reading`.

The purpose of the study was to explore the applicability of the textbooks in teaching literature in the elementary schools. In the general situation of the teaching literature in the elementary schools, teaching the textbooks in itself can be regarded as the prerequisite of the ideal model of teaching literature. The teaching pattern articulated by this study can be classified as the positive teaching style in which teachers explain actively the contents of textbooks, assign tasks and let children do their works focusing on the textbooks. However, the researcher was not able to find the ideal perspectives on textbooks, ie., the classroom teaching which goes beyond bounds of the contents of textbook limits. This means that an applicable methods for teaching literature is to unfold the instruction utilizing the textbooks as a major teaching materials, and subsidizing the teaching with supplementary aids (literature books). This study suggests that in order to improve the methods for utilizing the textbooks, the various literature works which activate classroom teaching and facilitate the interactions between teacher and children, are needed. The supplements include a various materials such as a serious of selected works(anthologies), a long novel, and/or audio video aids.

This research is attempt to develop the systematic model of literature activity design and apply and test the model. For this purpose, this study has three questions. The first is review of literature activities. The second is investigation of the procedure of literature activity planning and development of a model of literature activity design. The third is test of the model whether it can materialize the real literature activity program or the program which is embodied the model`s procedure can effect on literature ability and literature attitude of student who participate the test program. Many of researchers present the various literature activity for improvement of readers` interesting and lesson. But, in order to catch that two goals of literature education, we must design the literature activities systematically and systematic model of literature activity design is needed. The model which present by this study outcome consists of five steps: define of literature education goal, selection of literature materials, design of literature activity, development of literature activity program and application and evaluation. Each step must systematically and methodically implement. The result of the model`s application is effect on the participants`literature ability and literature attitude. But it`s not significant statistically. [Key Words] literature activity, literature activity design model, Children`s literature, Children`s literature education

This study is originated from the question of `how poetic education should be performed in the university today?` This study especially noticed that poetic norms which cannot be fully explained by the existed methodology or poetics came to prevail, and that the importance of active and productive writing and expressing increased. Therefore in this study, poetic norms of recent poetry such as parody, allegory, fantasy and the grotesque were examined and then the aesthetic features of twenty-first century poetics were explained covering the poetic tendency of recent Korean poetry. And further the methodology of creating poems and teaching how to write poems which not only accords with the sensibility of learners but also inspires their creative and poetic imagination is suggested. In pursuing those aims, this study separately investigated two areas, "theory and practice for understanding poetry" and "teaching methodology for creative expression." While the one introduced concrete poems written since 1990s based on the review of theories, the other attempted to present practical methods which can lead learners to write poems. This study which tried to consider the poetic aesthetics including both understanding and writing poetry is expected to give some practical advice on how to write poetry.

This paper presented the methods of teaching on writing narratives. Namely, many narrative strategies that students could use in the class such as characters, chronotopes, narrators or focalizors, story or plot, the speed of narration. Students might establish affirmative and sympathetic characters or satirical characters. On chronotopes, they might choose topos or ironic space not according with events. Students could create the one narrator or many speakers including a narrator and many foclizors. And they could construct tight plot or loose plot, The story are either concluded or unfinished. The speed is fast or slow, too. The narrative strategies of a sudden fiction don`t differ from those of a short fiction or a long fiction. The short fiction or the long fiction has various narrative strategies. So does the sudden fiction. Especially there is dramatic irony or surprising plot in the sudden fiction, so through using this strategy students might recognize the human being and life. In other words the surprising plot in the sudden fiction enable us introspect our duality on the life.