• 고전문학과교육
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• 제39호
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• pp.5-39
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• 2018

이 연구는 문학교육과의 관계 속에서 문학치료의 특성을 확인하고 그 정체성을 분명히 하고자 하는 목적을 갖는다. 문학치료는 문학을 가르치지 않는다. 합의된 해석이나 작품의 창작 배경, 갈래적 특성 등에 대한 지식을 전달하지 않는다. 문학치료에서는 참여자가 문학 텍스트를 자기 생각과 감정에 충실하게 감상하고 표현하도록 독려한다. 텍스트에 대한 참여자의 반응, 즉 정서와 해석은 참여자의 내면을 반영하고 있는 것으로서 모두 존중된다. 문학치료는 텍스트 내에 의미가 존재하는 것이 아니라 독자에 의해 생산된다고 보았던 독자반응비평의 관점에 충실하다. 독자가 생산한 의미를 독자의 자기탐색을 위한 매개로 활용하는 것이다. 문학치료에서는 문학 텍스트보다는 그 텍스트를 읽는 사람에게 초점을 맞춘다. 그래서 문학치료는 문학 텍스트의 이해보다는 문학을 통한 독자의 자기이해를 도모하는 방향으로 진행되게 된다. 문학치료에서 문학은 그것을 읽고 반응하는 자기를 보게 함으로써 참여자의 자기에 대한 앎을 증진시켜 자기의 확장을 가능하게 하는 성장의 매체이다. 문학치료에서 문학 텍스트에 대한 수용자의 반응에 대한 허용의 폭은 문학교육의 그것보다 크며 문학치료의 과정은 문학교육의 그것보다 특수하고 개별적인 특성을 가진다. 문학을 통한 개인의 성장을 지향한다는 점에서 문학교육과 문학치료는 상호보완적 관계에 있으며 문학 텍스트를 읽고 쓰며 이해할 수 있는 기본적 능력을 갖추기 위한 문학교육이 바탕이 될 때 문학치료는 더욱 활성화될 수 있을 것이다.

• 아동학회지
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• 제22권3호
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• pp.211-227
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• 2001

Using literary and educational points of view, this study examined the prizewinning poems for children in the Annual Literary Contest sponsored by the Dongah-ilbo and the Chosun-ilbo between the 1970s and 2001. The average age of both male and female writers increased over time, 82% were college graduates, and 54% were educators. All of the poems referred to nature in some ways, either as the major theme(42%) or in passing reference to some aspect of nature(58%). Onomato-poetic words were used in 71% of the poems; similes and metaphors were expressed in 13% and 51%, respectively; 58% were written from a mediator's point of view; 59% were in the present tense; 78% of the space elements were fixed; and 98% were written in free verse. In conclusion, the poems for children of the Annual Literary Contest should be used in literary education with guidelines for the appreciation, creation, and criticism of poems for children.

• 고전문학과교육
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• 제15호
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• pp.31-66
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• 2008

In this study, I investigate the literary features and educational values of spoken travelogues by analyzing a travelogue about the Diamond Mountains by a farmer named Im, Chul-ho, a very interesting travelogue told for 70 minutes. It seems to have educational significance as a wonderful piece of literary work. The literary features of this tale can be summarized as follows. (1) It is truly 'literature of reality' which fully brings out literary appreciation; It evokes interest and emotional tension on the part of audience through vivid verbal embodiment of personal experiences; (2) It is a well constructed big story embedding small stories within it. The stories from many different travel points emerge into a whole unified story making it much richer and more attractive; and (3) It truly reflects the experiences and emotions of ordinary people. As such, it can be regarded as their spiritual property. In addition, spoken travelogues could be valuable as an object in literature education. It needs to be included in the literature curriculum and treated in the same way as written travelogues. With strengths as instructional materials, it could be effectively used to improve students' ability to express their daily experiences with literary sensibility and to make them better understand the lives of ordinary people in the past.

• 한국환경교육학회지:환경교육
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• 제24권4호
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• pp.41-50
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• 2011

This study examines how literary experiences cultivate environmental sensitivity. In this study we have 3 children(6th graders) to experience 3 selected literary works. The experience of 3 children focusing on characters is divided into 'sympathy', 'identification' and 'hostility' by empathy types. In literary experiences, children naturally support the values pursued by main characters. The experience focusing on plot events is consists of 'sympathy' and 'advice'. The children agreed with the way how the characters solved environmental issues while involved in the events by offering advice to characters whose actions they did not agree to. The experience focusing on topics is divided into 'assimilation' and 'reflection'. The children experienced the assimilation process. Furthermore, they reflected on new environmental issues. This result suggests literary experience subserve children to reflect value through empathy and cultivate their intention toward pro-environmental behavior by generating environmental sensitivity.

• 아동학회지
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• 제27권6호
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• pp.53-68
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• 2006

For this study of the writing performance of verbally gifted elementary and middle school students and its relations to home literary environment, reading attitude, perceived verbal ability, and preference for verbal expression, a sample of 101 verbally gifted children was recruited from classes in a gifted education institute in P metropolitan area. Results of path analyses show that verbally gifted children's home literary environment affects reading attitude and perceived verbal ability; reading attitude and perceived verbal ability affects preference for verbal expression; and preference for verbal expression directly affects writing performance. Results imply that the indirect relations of home literary environment to verbally gifted children's writing performance are an important foundation for developing preference for verbal expression and writing skills.

• 고전문학과교육
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• 제35호
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• pp.47-85
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• 2017

공간은 작품의 배경으로서 문학교육의 관심사이고, 또한 지리교육의 주교육 대상인 점에서 문학교육과 지리교육의 공동의 대상이다. 이러한 전제에서 <춘향전>을 제재로 한 두 교과의 교육에서 공간을 중심으로 문학교육과 지리교육의 공동 영역을 모색하였다. 구체적으로 공간의 실체, 공간의 역할, 공간 의식, 공간 체험, 공간 재구성 등을 항목으로 <춘향전>에 이들이 어떻게 구현되어 있는지를 분석하고 아울러 그 지리교육적 의의를 살펴보았다. 그 결과 <춘향전>은 실제의 지리 공간을 서사 전개에 효과적으로 활용하고 있으며, 또한 등장인물들의 공간 의식, 장소감 등을 잘 형상화하였고, 나아가 작품이 그 배경인 실제 공간을 변화시키는 전형적 사례임을 확인하였다. 또한 이러한 작품 내 외적 현상에 대한 학습은 작품의 심도 있는 이해를 추구하는 문학교육의 목표와 지리적 안목의 성장을 추구하는 지리교육의 목표를 동시에 수행할 수 있는 교육 자료가 됨을 확인하였다. 앞으로 공간을 중심으로 한 문학교육과 지리교육의 소통과 공동 영역의 구축을 통한 교과 융합을 추구하기 위해서는 두 교과의 교육 목표 체계의 비교와 연계 요소의 확인 위에서 공동 영역의 체계를 수립하는 작업이 선행되어야 한다고 본다.

• 아동학회지
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• 제33권5호
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• pp.1-17
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• 2012

The purpose of this study was to examine the effects of the literary approach using a game strategy on young children's phonological awareness and writing abilities. The subjects were selected from two classes of 'H' and 'M' Kindergarten in G city. The research tools used were the Phonological Awareness Ability Test, which was corrected by Jo, Kim, and Jeong(2006) and used to measure young children's phonological awareness abilities, and Lindberg(1987)'s Kindergarten Writing Assessment which was adapted and used by Noh(1994) in order to assess writing abilities. The literary approach activity using a game strategy used in this study resulted in an improvement in young children's phonological awareness abilities and writing abilities. These results suggest that these activities are valuable tools and can be applied successfully in the childhood education field as teaching aids.

• 한국어교육
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• 제29권4호
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• pp.255-294
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• 2018

The Buckwheat Season, evaluated as the best of Lee Hyo-seok's literature, is one of the short stories that represent Korean literature. However, vivid literary expressions such as lyrical and beautiful depictions, figurative expressions and dialects, which show the Korean beauty, rather make learners have difficulty and become a factor that fails in reading comprehension. Thus, it is necessary to revise and present the text modified for the learners' language level. The methods of revising a literary text include the revision of linguistic elements such as cryptic vocabulary or sentence structure and the revision of the composition of the text, e.g. suggestion of characters or plot, or insertion of illustration. The methods of revising the language of the text can be divided into methods of simplification and detailing. However, in the process of revising the text, many depend on the adapter's subjective perception, not revising it with objective criteria. This paper revised the text, utilizing by the Academy of Korean Studies, , and the by the National Institute of Korean Language to secure objectivity in revising the text.

• 한국콘텐츠학회논문지
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• 제18권8호
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• pp.157-165
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• 2018

이 연구의 목적은 일반 대학생 영어 학습자는 물론 영어교육 전공 대학생들을 위한 영어교육에서 영문학 작품의 활용 방안을 탐색하는 것이다. 영문학 작품은 제2언어는 물론 외국어로서의 영어교육에도 몇 가지 이유에서 매우 유용한 자료이다. 이러한 효용성은 주로 문학 텍스트의 진정성, 문화적, 언어적 가치, 그리고 개인적 감동 등에서 기인한다. 이러한 목적을 위하여 이 논문에서는 영어 교육에서 문학 작품을 활용하는데 있어서 중요한 몇 가지 고려사항들을 살펴 볼 것이다. 이러한 고려사항은 외국어 교실에서 활용할 적절한 문학 텍스트의 선정과 관련된 고려사항들, 문학과 언어 기능의 교수 학습 방법들로서 영어교육에서의 읽기, 쓰기, 듣기 말하기 교육론에 관한 고려사항들을 포함한다. 이러한 고려 사항들은 영어교육에 영문학을 전문적으로 접목하는 이른바 영문학 교육론의 기초가 될 것이다.

• 영어어문교육
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• 제7권1호
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• pp.179-208
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• 2001

Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.