Sijohaknonchong (한국시조학회지:시조학논총)
- Volume 20
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- Pages.141-171
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- 2004
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- 1226-2838(pISSN)
Plans for Teaching and Learning of Learner-centered Activities in Korean Verse Education
시조교육의 현황과 학습자 활동 중심의 교수$\cdot$ 학습 모형 - 고등학교 국어 교과서 수록 작품 <시조>를 중심으로 -
Abstract
Even though only 3 sijo are in high school textbook. through these 3 sijo each type can be understood in that each represents pyung sijo, sasul sijo, and present sijo. To learn with learner-centered activities, which aim for full knowledge acquisition regarding literary works, as the preparing stage, students can learn what theyll learn by teachers. Sijo are, so to speak, formed with three chapters, and stand for the world that is colorless, scentless, and flavorless. So, the theme can be found with ease. Compared with other genres, sijo can be formed creating background with ease. Moreover, sijo are not too long, so learners can paraphrase it. Sijo that express private experiences with the everyday language can be related to other genres or everyday language. So, sijo are last to present. In the teaching phase, on the gradation of concretion and gradation, writing or presentation activities are presented. After classroom, learners keep a reaction journal. In the phase of concretion and gradation, learners can apprehend that typical differences of the emotions of poetic speakers is from typical differences, even though emotions of poetic speakers of (1)
시조는 우리의 시가사에 있어서 결코 소홀히 할 수 없는 시장르이다. 비록 고등학교 교과서에 수록된 시조는 단지 3편이었지만, 각각 평시조
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