Earticle

초록

영어

As classical literature has a temporal and spatial distance from the contemporary age, problems in education methods can be divided largely into two groups. One is in case 􀅮prerequisites􀅯for understanding works overwhelm education. The other is in case 􀅮a work itself􀅯should be taught. What should be considered first when classical literature education is discussed academically is understanding adequately the distance between 􀅮research􀅯and 􀅮education.􀅯This means that classical poetry education theories should treat 􀅮educational phenomena􀅯as an issue. Research methodologies on literature are different from those on literature education. Therefore, theories developed through research on literature education are meaningful when they are helpful to improve actual education in the field. Therefore, it is a superficial viewpoint and an error for research on literature education to select literary heritages as the contents of education and to view that the contents are reduced to communication techniques and prescriptions. It is a correct method to approach literature education in the context of human, social, and cultural explo- 􀀙􀀙 􀳠􀦯􀞙􀒮􀨭 􀪁􀀓􀀓􀫘 rations. Here, we may set two directions for approaching classical poetry education theories. One is education that makes the learners feel and sympathize with the literary character of classical poetry. In addition, the part that classical poetry education researchers should give priority to is clarifying 􀅮the educational value􀅯of each work. This must be the most important part that should be covered by 􀅮education research.􀅯 We may consider another direction for helping learners solve their real problems through classical poetry education. This may be called pragmatic literature education, through which we may draw out a specific answer to the question of why contemporary people should read classical literature. This position pays attention more to change in learners􀅯emotional attitude achieved through the acceptance of literature than to the meaning of a work itself. This direction may redirect attention to the effects of classical poetry education.

목차

I. 서론
 II. 문학 연구 방법론과 문학교육 연구 방법론
 III. 고전시가 교육 연구 방법론의 몇 가지 문제
 IV. 고전시가 교육 방법론으로서의 '가치론'
 V. 결론
 참고문헌
 Abstract

키워드

저자

• 한창훈 [ Han, Chang-hun | 전북대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  한어문교육 [The Education of Korean Language and Literature]

• 간기

  반년간

• pISSN

  1738-3552

• 수록기간

  1993~2020

• 십진분류

  KDC 705 DDC 405