The purpose of this study was to examine problems with literary history education and the reorientation of that education in an effort to determine how to provide literary education and fulfill learning activities for that education. Literary history ...
The purpose of this study was to examine problems with literary history education and the reorientation of that education in an effort to determine how to provide literary education and fulfill learning activities for that education. Literary history has just been regarded as knowledge required for literary education, but this study focused on awareness of literary history as the foundation of literary education instead of treating literary history as knowledge for literary education.
When earlier studies of literary history education were analyzed, it's found that in the beginning, studies mostly examined the significance, necessity or methodology of literary history education, and then there were energetic discussions on problems with school literary history education and how to conduct that education at school. So far, the necessity of literary history education has ceaselessly been stressed, but not many studies have ever investigated how to conduct that education.
Chapter II described the state of literary history education and problems with it. To find out about the state of literary history education, how the curriculums dealt with that education was analyzed. The position of literary history education in all the past and present language arts curriculums including the curriculum in the period of syllabus and the revised 2009 curriculum was investigated to grasp how literary history education was conducted in language arts education and literary education. And then the literary history units of literature II textbooks of the current revised 2009 curriculum were analyzed to figure out how the curriculum was embodied in the textbooks. 13 kinds of high school literary II textbooks were analyzed. The selected range of Korean literature, periodization, division of genres and included literary works in each of the textbooks were represented in the form of diagrams, and the structure of learning activities was analyzed. According to the results of all the analyses, there were three different sorts of problems with literary history education: rote learning, instructor-centeredness and retrospect-orientation.
Chapter III discussed the reconceptualization of literary history education and how to conduct that education. The awareness of learners about literary history should be improved through literary history education, which this study sought after. To make it happen, thinking faculty should take precedence over rote learning, and learner-centered activities should be stressed instead of instructor- centered instruction. In addition, it should be avoided just to look back on the past, and the past should be linked to the present to take a more visionary perspective. Besides, literary works shouldn't merely be viewed as fixed substance. Literary history education was reconceptualized in this study as follows: Literary history education should aim at fostering an ability to grasp the relationships among numerous literary phenomena and among numerous literary works from a constructivist perspective or to create such relationships on one's own. At the same time, literary history education should seek after the improvement of thinking faculty, and that should be learner-centered so that learners could take the initiative in their learning in a significant way in order to have a perfect understanding of literary history, evaluate it or reconstruct it. Finally, literary history education should be futuristic so that learners could make a fresh start at the point that was considered to be a final destination in the past when a particular literary work was made. Several kinds of activities were designed based on the three definitions of literary history education: text-enjoyment activities, context-inquiry activities and intertextuality-constructing activities. All the efforts by this study are expected to show some of the right directions for literary history education to teach learners to improve their awareness of literary history.
Chapter Ⅳ explored how to offer literary history education based on what's discussed the previous chapters. A classical work "Sassinamjeonggi" was selected, and detailed learning activities for this work were presented, which made up for the shortcoming of existing education and made the most of possible solutions. The pursuit of thinking faculty, learner-centeredness and being futuristic could be selected as a horizontal axis, and text enjoyment, context inquiry and intertextuality construction could be selected as a vertical axis. And then the kinds of activities that are appropriate for the points where the two axes come across with each other could be utilized, or two or more activities could be integrated. In this study, three different sorts of learning activities were largely presented, which are respectively based on the text- enjoyment method, the context-inquiry method and the intertextuality-constructing method. Meanwhile, literary history education has just been regarded as supplementary knowledge for literary education. Now, that should be treated as the essential foundation for literary education, and the learning activities were designed to make it come true.
This study is of significance in that the efforts by this study to discuss the reorientation of literary history education and how to conduct that education in detail are expected to show some of the right directions for literary history education as part of literary education. It's not advisable to provide just theoretical literary history education that is a far cry from reality or to separate that from literary education. In the future, more research efforts should be directed into practical, authentic literary history education, and this study is expected to be of use for the realization of literary education that helps learners construct their own literary history.
참고문헌 (Reference)
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