The purpose of the thesis is to explicate spellings and poetic words of 「nostalgia」, the typical poem of the early works of Ji-Yong. It is listed in 10 different types of Literature text book, in which all the spellings and the definitions of poetic words vary. It attributes to the absense of the textual Criticism. Preciseness of the explanation of the poem can be obtained by the process of careful investigation on the original work. 「Nostelgia」 was first published in `Chosunjeegang` and then presented in [Jung Ji-Yong poems], in which spelling system and spacing words were corrected considerably and poetic expressions were refined. Thus, it is recognized as an authoritative version of 「Nostelgia」. 「Nostelgia」 was presented again in [Ji-Yong`s gaze] which was published after the liberation, there correction of expressions hasn`t been made but some spellings of the poetic words were changed according to orthography and the provision of standard Korean. This work can be regarded as a different version which conforms to orthography and the provision of standard Korean. In order to confirm The legal of 「Nostelgia」, one needs a precise understanding of a draft for unified spelling system of Hangeul and a draft the standard language rule. A draft for unified spelling system is one that unifies the words which have same pronunciation but different spellings. Thus this system must be followed. On contrary, the standard language is an opposite concept to a dialect and an old proverb. Although the words don`t conform to the standard language rule, they are still one of our language. Especially in poetry, these are used purposedly to use language specifically and widely. Thus, in the legal 「Nostelgia」, these may as well be kept originally. This principle should be applied in other works, too. In teaching 「Nostelgia」, the work full of dialects and old proverbs, it is important to explain each poetic words what they mean. However, current Literature textbook isn`t serving its fucition correctly. In the thesis, the poetic word such as `jijuldeda` and `sukken` are correctly defined.

This paper, regarding that the original purpose for literary appreciation lies in the pleasure of reading literature, is to focus on selecting appropriate literary works. Interest is an emotional reaction arising when we are attracted to a certain object. Interest is an essential factor for literary education in that it gives learners pleasure and influences a learning motivation. Literary works that learners can enjoy are as follows: works accentuating novelty with literary imagination, works pursuing real personal values, works meeting with learners` sentiments in life, works containing concreteness and reality, works containing lessons and morals, etc. For these works to enhance interest and reap effectiveness of learning, the development levels of learners should be considered. It is needed that literary works have learning hierarchies from easy and simple works to those for learners to ponder deeply on pursuing the meaning. If we have the development of morals or interests of learners in mind, we can construct contents of learning from the works of what students can have access to in their daily routine to the ones showing the interests in their neighbor or society. However, selecting interesting literary works is not unconditionally desirable. The literary works that students prefer can not guarantee the literary or educational values. For both strengthening the flaws of interest and learners` worthy literary experience, the works that are educational materials should have literariness. When literary works in textbooks have both literariness and interest, students will enjoy reading literature and have an impressive experience in it.

Most of discussions of canon are closely adhered to the issue of `value judgement` that is about `what` school teaches? and `how` school teaches?. The reason why this issue is more meaningful in Korean education is that the text `canon` functions as authoritative device which synthesizes each of social members as unified race or uniform people in addition to the simple list of works in textbook. From the viewpoint of the so-called theory of criticizing canon that understands the truce as the list made out to justify the ideology of specific group, the canonicity does not exist as aesthetic completion which absolutely exists like the self-evident fact inside of canon. The canon is the political and ideological structure which is formed in the intimate connection with national education. The author`s intention of investigating literary materials Girls` GoDeungChoSunEoDokBon and ShinPyeonGoDeungChoSunEoGeupHan MunDokBon, which were middles school Korean language textbooks in colonial period, from the angle of `the formation of canon` is also considerably related to an issue of ideological call-over of knowledge. In particular, with the fact that literary materials was called on the National Compilation System, which is institutional device operated by the power of colonial education, from the viewpoint of Korean education history, and it began to be on the list of Korean language textbook, the discussion of Korean language textbook and canon in colonial period has the meaning. From the viewpoint of considering the canon as something privileged with the added value of text by system and power surrounding around text in specific historical situation, it is necessary to call the formation of canon in curriculum after the liberation, and the formation of canon in colonial period together into the field of discussing canon.

This thesis aims to research on a method of teaching poetry writing using photography. To accomplish this purpose, I analyzed the students` poems inmiddle school. This texts were students` activity results of writing a poem text using photography as a means of making poetic idea. The main idea is that the process of writing poetry is analogous to photography a They are similar to each other in framing something of the world and finding the moment of truth. The photo also call to the remembrances of the students` lives to make poetic ideas. I define photographic act as taking the photo or selecting the photo inspiring emotional feelings. In making poetic ideas the students can use multimodal literacy about poetry and photography. The main findings of the study are as follows: Firstly, using photographic act embodies the process of making poetic ideas in writing. Poems show the self-reflection, the focus on their everyday life and the reflections of images. Secondly, using photographic act is the effective way of creating metaphor. When students write their poems on the subject of emotional concepts like happiness and love, photographic act helps create metaphor. I suggests that collaborative study between the different media genres like photography and poetry needs to take the extensive contents and effective methods in Korean education.

Understanding meaning of poem has to start from consider intrinsic structure of poem. Regarded a poem as one completed text, the subject of poem has to be searched on intrinsic completion throughout relations among organizational elements. The object which poet intends to describe, the meaning of the space where the object exists, and the situation and the meaning of the situation of the space are analogized, allowing feeling of the poet in the object, the space and the situation to be understood. Since text is one of organic elements, the meaning of text can be revealed by understanding similarity and difference of organizational elements having correlations. The poetic diction does not exist as identified diction but is meaningful with relation to other dictions. Moreover, even though symbolic words extending its meaning has unlimited connotation, basis of meaning is in intrinsic order of text. However, considering intrinsic organizational elements of poem is not sufficient. A poem reflects not merely poet`s life but also literary style, and is related to social and cultural collusion which produces and accepts poetic text. In order to consider the meaning of poetic dictionbeing as organizational element of poetic text deeply and reveal the meaning of that more clear, denotation and intrinsicmeaning of poetic diction has to be embodied by analyzing the poem of other poet. Moreover, meaning of each poetic diction also has to be considered by analyzing relation to other poetic diction from other poem. Essence of education of poetic meaning means that self-generation ability to understand the meaning is given to students. Considering all of poems as objects to be understood meaning is contradiction. However, the poem, on which poet tries to describe ideas strongly, needs to be read aggressively to understand ideas and values. In this situation, it has to be estimated that students have to understand how to read meaning actively based upon intrinsic basis of poetic text, to consider in the concrete specified poetic diction being in other poem written by identicalpoet, and to deepen meaning by comparing and analyzing poetic diction being reflected on different poets` poem.

The establishment of the Korea Juvenile Literature Authors Association led by Lee, Won-su in February of the year 1971 was a very important turning point in the history of juvenile literature, because it created a new trend of realism in juvenile literature independent from the Korea Authors Association, which had kept close relation with the then dictatorial political power during the period of the division of the Korean peninsula. Since the Korean War, the literary world of juvenile literature had been dominated by those who had juvenile literature department of the Korea Authors Association in their hands through the line of anticommunists. They justified escapism by disseminating the trends of creating infantile children`s verses and instructive fairy tales. Lee had placed emphasis on realism on the basis of national reality in the juvenile literature world by creation and criticism since Independence Day of Korea. He organized the Korea Juvenile Literature Association, published organs, and held seminars to systematically carry out these activities. Lee, O-deok`s criticism and Kweon, Jeong-seng`s creation, who were influenced by Lee, Won-su, made those trends more securely settled. Therefore, we can consider Lee, Won-su as the starting point of realism juvenile literature in the period of division of the Korean peninsula.

This study aims at considering the difference in realization of the language art curriculum between our country and other countries. Almost all countries have similar section in the language art curriculum, but a realization of the curriculum is very different from ours. In their cases, the language art class equals literature class, but it is not in our country. So, we need to know why they are different in realization of the language art curriculum. In America case, they focused in reading and writing through the literature text, and a provision of the curriculum is instructed repeatedly. In our case, six section of the curriculum is usually instructed independently and a provision of the curriculum is adopted once. So, we must reconsider that section of language curriculum adopts separately to real class. When we instruct the language art, we should teach synthetically through the all section of the curriculum. That may be a true nature of language usage.

The present study conducted a questionnaire survey on Pansori materials with secondary Korean teachers in order to explain why Pansoris are not easy to teach despite their high educational value and to suggest solutions for the problems. According to the results, the high status of Pansoris as Korean traditional cultural heritages brings the learners under pressure knowingly and unknowingly. On the other hand, it was found that existing Pansori literature education overemphasizes the narrative principles of Pansoris, which are different from contemporary ones, and the scene presentation methods of Pansoris, which are different from novels. Furthermore, it was discussed that Pansoris` position as literature is in their three-dimensional view of human beings, and this point should be in the center of future Pansori literature education. By doing so, we need to revive Pansoris as well as characters in the works and let them live around us today.

The purpose of this study is to examine the method of a projective writing using the classic poem <오우가>. The projective writing proposed in the modern writing, is put to practical use for the early learner. But the projective writing proposed in the modern writing, is only one of the various kinds and the projective writing must be ranked by the learning content. The projective writing is defined as the writing activity that assumed as if there are the thinking, the emotion and the wish in the outside world(or another person), although in fact there are the things not in the outside world, but in mind of the writing subject. At this time, the projective subject is to be the writing subject and the writing subject is assumed that he is not related with the thinking, emotion and wish transferred to the outside world. It is used the identical projection techniques in the projective writing of the modern writing. It is put the writing subject in brackets and is appeared the thinking, emotion and wish of the inanimate object in the projective writing used by the identical projection techniques. But it is used the sympathetic projection techniques in the projective writing of <오우가>. It is appeared the writing subject`s fellow-feeling with the outside object. The writing used the identical projection techniques is relevant to the beginner because it is used the projection of the individual`s present thinking and emotion. But the writing used the sympathetic projection techniques is relevant to the senior learner because it is used the projection of the group`s future wish.

This study focused on the phenomena that male writers frequently make full use of female voices in the classic poetry, clarified those from the view of the relationship substitution and arranged the education contents about it. The relationship substitution means forming another new virtual relationship different from real relationship in the text, and it comes from the point of view of language function and performance, rather than one of literary history explanation or existing female poetic speaker about historical reality. By approaching from the viewpoint of the relationship substitution, you can research not only the expression mechanism & effect but also the problem of representation. Furthermore, you can deal with even the problem of modern modification. First, the expression mechanism of the relationship substitution is considered as acquiring masks through literature and the signification of cultural custom and its effect lies in the appealing through lowering voice. Moreover, the relationship substitution in relation to representation propounds the problem of various recognition and sincerity about femininity. Last, it is confirmed that the relationship substitution is used as a kind of strategy for conversation constitution and there is modern modification of it. The educational significance of the relationship substitution is the point that it is not simply historical substance in the past, but language function, questioning the meaning of expression and the problem of effect. Ultimately, it brings another explanation about humans and expression.