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고등학교 문학사 교육 내용에 관한 연구

A Study on the Education Contents of History of Korean Literature in High School,

김진백 (Kim, Jin Baek, 경상대학교 대학원)

원문보기

  • 주제(키워드) 문학사 교육
  • 발행기관 경상대학교 대학원
  • 지도교수 이광국
  • 발행년도 2007
  • 학위수여년월 2007. 2
  • 학위명 박사
  • 소속대학원 및 학과 대학원 국어교육학과
  • 전공 국어교육
  • 원문페이지 111
  • 본문언어 한국어
초록/요약moremore
Since the Liberation of Korea, the education of literature history has been steadily conducted in the institutionalized education boundary of the nation. Literature education was not carried out properly from the period of lecture syllabus that is the first curriculum period in the middle school, ...
Since the Liberation of Korea, the education of literature history has been steadily conducted in the institutionalized education boundary of the nation. Literature education was not carried out properly from the period of lecture syllabus that is the first curriculum period in the middle school, because it was taught as just a part of Korean language subject among six parts of speaking, composing, writing, grammar, and Korean literature history without the basic ideas of literature education. Thus, the contents of the Korean Literature history were not only partial, but the historical facts on chronicle were memorized for the entrance test. The significance of the literature education was not recognized until 1990. At that time, the concern and the study on the literature history and the literature history education started. This study has the focus on giving literature education in high school another aspect as a independent subject, not for the Korean language using competence by finding out the wrong point and improving the literature history education atmosphere. This study starts on the following main tasks. First, how to design the curriculum of the literature? Second, what should the contents of the Korean literature history for education include? Third, how should the contents of the Korean literature history be organized? Fourth, what should the education of Korean literature history overcome? The principles by which the system of the literature education should be woven from the general facts to the specific facts were introduced. The content system of the literature education was suggested by constructing the flowing of the Korean literature from the nature of literature, to the acceptance and creation of the literature as specific contents. Specific education contents of the literature history were constructed including the range and feature of Korean literature, the branches and ages of Korean literature history, selection standards and description methods of the literature articles, directions of Korean literature history and the relationship with the global literature history, self identity education and the improvement of the terms of literature history. The organization of the education contents of literature history constructed like this suggested the perfection principle. The range of Korean literature should include the literature written in chinese letters when we didn't have our own letter. Furthermore, it should include the literature of wanderers and emigrants who were forced to leave the country to escape the pressure and abuses when the intruders prevailed over the country. Thus the range of Korean literature should include the oral traditions literature, hangul literature, chinese literature before 20th century, letter borrowing literature, and the literature of wanderers and emigrants. This inclusion will embrace all of our whole tribe, so it can be called tribal literature. Aesthetic category in the features of Korean Literature included tragic, comic, paradoxical articles on the structure principle of the article. It was suggested that the branches and period sorting of Korean Literature should not rest on the western style of literature theory, but on the peculiar specialty of Korean literature.. Branches are parted basically as song literature, tale literature, game literature, and essay literature on the basis of the method of literature expression, and the peculiar branches of the korean literature in each period are parted as variant branch. The inclusion of order and nature conception is ideal at period sorting. The flow of the period on the order conception is the natural development order of the language, the flow of the period on the nature conception is to catch the shift of language as the method of the literature expression in period sorting. On the prevailing consideration of the students, article selection was carried out among 1990-2000 articles, and the precautious selection of the articles under the colonialism was demanded. And the description of the literature history was explained on the consideration of the authors, articles, and the readers on the basis of the jaus theory. The directions of the Korean literature are suggested. The problems to be overcome by us are to keep the traditions of the individual tribal literature history in the global literature history and to overcome the theory of implant literature and the theory of broken tradition. It is suggested that one of the directions of unification literature is the relationship with the global literature history. The ultimate significance of the literature history education is on the self identity education, and the self identity education need to lead to the tribe identity education. The scholastic position of the literature history education should be reconsidered and the improvement of literature history terms is demanded for the tribe identity education. The method principles by which these contents of the literature history education should be organized ultimately in the textbooks are introduced. The methods are explained on the perfection which resulted from generality combined by concreteness. Every classroom of our elementary, middle, and high schools has focus on the university entrance exam. Subjects that don't have any connection with the university entrance exam can't attract any attention from the students, thus lost the reasons of their being. The literature history education should face this reality. Do not condemn the reality, but accept it as it is and make practical alternative to overcome those facts. At the SAT test, the language section should be changed into the language and literature section, and the contents of the literature history should be reflected on the form of problems on the test. It should be researched in the national education board. They should research the literature history education curriculum and the contents of the literature history education. Instruction and learning method should be researched practically in the classroom. All the theory of the literature history education will be useless unless it can hold a section at the SAT test through the researched evaluation.
목차moremore
Ⅰ. 들머리 1
1. 연구 목적 2
2. 연구 문제 및 방법 5
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Ⅰ. 들머리 1
1. 연구 목적 2
2. 연구 문제 및 방법 5
3. 선행 연구 검토 7
Ⅱ. 문학사 교육 실태 분석 15
1. 교육과정 15
1) 목적 및 목표 16
2) 내용 체계 18
2. 교과서 20
1) 한국문학의 범위와 특질 22
2) 갈래와 시대구분 24
3) 작품 선정 기준과 서술 방법 26
4) 한국문학사의 지향점과 세계문학사와의 관계 29
3. 교육 내용에 대한 교수자들의 의견 31
Ⅲ. 문학사 교육 내용 구안 47
1. 교육과정 48
1) 목적 및 목표 48
2) 내용 체계 52
2. 교육 내용 54
1) 한국문학의 범위와 특질 56
2) 갈래와 시대구분 61
3) 작품 선정 기준과 기술 방법 76
4) 한국문학사의 지향점과 세계문학사와의 관계 84
5) 문학사 용어 87
3. 교육 내용 구성 94
Ⅳ. 마무리 97
1. 요약 98
2. 제언 101
※ 참고문헌 103