한국어교육에서 학습자의 능동적 참여를 위한 문학교육 방법 연구 - 반응 중심 문학교육의 비판적 수용을 바탕으로 -
A Study on Methods of Teaching Literature to Learners' Active Participation in Korean Language Education - Based on the Critical Acceptance of ‘Response-based on Literature Education’ -
- 발행
- 2013 등록KCI API에는 발행일 항목이 없어 원문 등록일을 쓰고 있습니다. 실측으로 발행보다 최대 6년 늦습니다 — 재수집하면 발행연월로 바뀝니다.
- 소속·발행
- 호남대학교
- 출처
- 국내 KCI
- DOI
- 10.18842/klaces.2013.9.2.010
- 원문
- 원문 보기 ↗
개념
키워드
Korean language education, literature education, reader-response theory, response-based Literature education, learner-centered education, active participation, Korean language education, literature education, reader-response theory, response-based Literature education, learner-centered education, active participation
초록
Literature education should lead to individual and diverse appreciations of learners’ about literature. But most of the literature classes in Korean language education, have learners simply find out answers to a few questions. This method is to teach for ‘knowledge’, and is a ‘teacher-centered instruction’. Learners should not be ignored the pleasure of literature. The purpose of this study is to lead learners to various responses on the literature and share the responses with each other. This is learner-centered instruction and to lead to active participation for them. For this purpose, at first the author critically review the theory of ‘response-based Literature education’ set by Rosenblatt. And then the author analyze the problems concerning the method of teaching literature in Korean language education. Lastly the author construct a model which suggest 5-step-class instruction, and then show an example of the model, Yoon, Dong-ju's ‘Prologue’. Response-based Literature education could be useful for Korean learners who have various nationalities, social and cultural backgrounds. Various responses on literature make their classes more interesting. The transaction among learners