국어과 교육과정에서의 고전문학교육 위상 정립을 위한 연구

서유경 ( Seo Yu Kyung ) 한국고전문학교육학회 2005 고전문학과 교육 Vol.9 No.-

This paper aims that the classical literature education must be settled in the national curriculum of Korean language and literature education. It means the present phase of the classical literature education is not clear and expressed in the 7th national curriculum of Korean language and literature education, so the gap is made between the national curriculum and the spot of the school education. For reforming the problem state of this gap, first of all the 7th national curriculum of Korean language and literature education should be changed. For this purpose, first, we searched and analyzed the statement concerned with the classical literature education in the 7th national curriculum of Korean language and literature education, and grasped of the problem; character, object, contents. And it was researched that how the classical literature showed in the textbook for the secondary school. As a result of this approach, it is found that there are no clear statement in relation to the classical literature education in the 7th national curriculum of Korean language and literature education. It can be supposed the reason of this aspect is the abstract statement of the curriculum, without presentation of the possibility that the item of the content category can be integrated, and so on. In conclusion, this paper suggest how the classical literature education can be established in the national curriculum of Korean language and literature education. That is, why we should teach the classical literature, what is the value and object of the classical literature education, what we should teach with the classical literature and how we teach the classical literature. Nevertheless these argument, there are obvious limits and problem to be solved. So we prospect the continuous study and efforts for the classical literature education.

한국 고전문학교육 연구 동향과 전망 - 1980년대 이후 박사학위 논문을 중심으로

한창훈 ( Han Chang-hun ) 한국고전문학교육학회 2013 고전문학과 교육 Vol.25 No.-

이 논문에서는 지금까지 산출된, 고전문학교육 연구 관련 박사학위 논문을 주 검토 대상으로 삼았다. 이어 논점이 제기되는 경우는, 학술지의 특집이나 관련 일반 논문들도 그 검토 대상을 확장했다. 지금까지의 연구 흐름으로 보았을 때, 우선 고전문학교육 연구에서 ‘고전’에 주목하는 경우와 ‘문학’에 주목하는 경우로 우선 크게 양분할 수 있었다. 문학 연구가 상정할 수 있는 최종의 단계는 교육에 있다. 따라서 문학교육은 문학 연구의 완성이라는 중요한 의미를 갖는다. 먼저 이른 시기 고전문학 교육 전공자들은 고전문학 연구와 고전문학 교육 연구를 구별하고, 교육적 의의가 있는 즉 일반성과 보편성을 갖춘 원리 탐구를 지향하는 논문들이 고전문학 교육 연구의 결과물이라 보았다. 더불어 고전문학의 교육철학으로 ‘문화로서의 고전문학’을 말하면서, 오늘날 우리가 사용하는 문학이라는 용어의 개념과는 달리 우리 선조들이 사용했던 문학이라는 용어는 역사와 철학을 포괄한 의미를 가졌음을 강조했다. 이 때문에 고전문학 교육 연구의 방향은 고전 작품의 사유 체계와 표현에서 그 보편적인 원리를 추출하고, 이의 현대적 의미와 문화적 효과를 밝히는 것이 된다. 이런 입장은 가면 갈수록 ‘고전’ 보다는 ‘문학’ 쪽으로, ‘문학’ 보다는 ‘문학적’인 것으로 발전하고, 새로운 텍스트의 발굴이나 새로운 해석보다는 교육의 대상으로서의 텍스트의 성격을 강조하는 쪽으로 발전한다. 그리고 이런 면을 최근 수행된 일군의 학위 논문들을 통해 확인할 수 있었다. 고전문학은 그 자체의 존재론적 가치 이외에도 교육될 만한 교육적 가치나 속성을 가지고 있다. 이는‘고전’에 중심을 둔 것으로, 당대의 삶의 모습을 담지하는 자료로서 문화의 원형을 보여준다는 점에 주목한다. 이는 고전문학 교육이 역사적 사실에 기반하여 이루어져야 하며, 따라서 작품이 하나의 교육 자료로서 기능한다는 것을 말해준다. 고전문학 교육 연구의 다른 방향은 이 점에 주목하여 이루어졌다. 다음으로는 실제적인 연구들이 있다. ‘어떻게 가르칠 것인가’하는 문제는 실제 수업 방식과 관련한 것으로, 교육학적 시각과 실제 현장 경험이 유용하게 응용되는 부분이라 할 수 있다. 그런데‘왜, 무엇을 가르칠 것인가’하는 문제의 경우, 연구가 상대적으로 부족하다. 이 두 영역은 가르치는 목적에 따라 내용이 선정될 수 있기 때문에 서로 맞물려 있다. 그런데 이 본질적인 부분의 연구가 다른 부분의 연구 성과보다 빈약한 상태에 있다. 앞으로의 과제는 우선 상대적으로 부족한 영역에 대한 연구가 보충되어야 할 것으로 본다. 그리고 사회과학적 방법론을 포함한 새로운 고전문학 교육 연구 방법론에 의거한 연구들이 많이 나오기를 기대한다. Doctoral dissertation papers related to the research on Korean classical literature education produced until now were reviewed in this paper. Then, if any issue was raised, the review was extended to special editions of academic journals or general research papers. On the basis of research trends so far, research on Korean classical literature education can be divided into two groups focusing on 'classic' and 'literature'. The final step of introducing the study of literature is education. Thus, an education in literature education is important for the completion of the study of literature. First, early classical literature education majors distinguish classical literature research from classical literature education research and evaluate the research papers, which explore the principals and have characteristics of generality and universality, as the results of classical literature education research. In addition, they mentioned 'classical literature as culture’and emphasized that the terms of literature which our ancestors used contain comprehensive historical and philosophical meanings in contrast to the terms of literature used today. Because of this, the purpose of the study of classical literature education is to extract universal principles from the systems of thinking and expression found in classical literature and to identify contemporary meanings and cultural effects. This position has developed from 'classics' to ' literature' and is becoming more 'literary' rather than 'literature' as time passes. In addition, it there has been a shift towards more emphasis of the nature of the text as an object of education rather than the excavation of new texts or new interpretations. These aspects, too, can be seen in the dissertation papers reviewed for the purposes of this study. Classical literature has an educational value or property which can be used for education in addition to its own ontological value. This is based on 'classics' and it should be noted that it shows the archetype of culture as a material impregnated with the appearances of the life of the times. It also demands that classical literature education should be performed based on historical facts; thus, it functions as one of the sources of educational material and studies of classical literature education aiming in different directions should therefore pay attention to this point. Next, there is actual research. The problem of 'How to teach' is related to actual teaching methods. There is a point where pedagogical perspective and actual experience in the field can be applied usefully. But, relatively speaking, there are not enough studies on research into 'Why? and what to teach?'. These two areas are interconnected because content can be selected depending on the purpose of the teaching. But, this essential part of the research contains weaker points than any other areas of the study results. In the future, it will be necessary to supplement with a study on the relatively weaker areas. It is expected that many studies will be conducted in accordance with the research methodology of new classical literature education including social scientific methodologies.

역량기반 고전문학교육의 방법과 과제

최혜진 ( Choi Hye-jin ) 한국문학언어학회(구 경북어문학회) 2019 어문론총 Vol.80 No.-

본 논의는 예비교사를 대상으로, 고전문학교육이 대학에서 어떠한 방향으로 이루어져야 할지에 대한 방법과 과제를 제안한 것이다. 그간 대학교육에서 행해지는 고전문학교육은 고등학교 과정을 심화하거나 원문을 탐독하는 데 머무르고 있었던 것은 아닌지 성찰하면서, 4차 산업혁명의 시대로 명명되는 미래의 삶에 고전문학이 기여하는 바가 무엇이어야 하는가를 제시했다. 대학에서의 고전문학교육은 2015년 개정 교육과정에서 제시한 공통국어와 문학교육, 고전읽기 교과를 넘나들며 이해되고 교육되어야 할 필요가 있다. 대학에서 사범계열 학생들에게 가르치는 고전문학 관련 교과는 매우 한정되어 있어서 여전히 지식교육에 함몰되어 있다. 고전문학의 전통성과 문화적 원형성에 대해 현재적 의미를 끊임없이 찾도록 하는 교육방법론이 요구된다고 할 수 있다. 따라서 고전문학은 단순히 감상, 이해의 수준에 머물러서는 안 되고 다양한 콘텐츠로 살아날 수 있는 창의적 역량을 기르는 교육이 되어야 한다. 이를 위해 새로운 교수-학습과정이 필요하며 교육평가방식도 다양화되어야 한다고 보았다. 우리 시대는 구체적이고 핵심적인 역량을 기르는 방향으로 교육이 이루어지고 있다. 고전문학교육도 여기서 예외가 될 수 없으므로 우리는 미래사회를 선도할 고전문학교육의 방법론과 과제를 고민해야 한다. 인간이해의 정수가 고전문학에 있으므로 고전문학교육은 인격적이고 인간다운 미래 문명을 건설하는 데 매우 중요한 인문적 자산이다. 이러한 새로운 교육방법론으로 고전문학을 교육하기 위해 수행과제와 과정의 평가가 중요하다고 보았다. 역량개발을 위한 고전문학교육 방법으로 우선 정보활용역량을 기르기 위한 방안을 제시하였다. 지식의 범주를 일방적 강의가 아닌 정보활용과 판단으로 자기화하는 힘이 필요하다. 다음으로 의사소통역량을 강화하기 위한 매체 활용이 필요하다고 보았다. 텍스트 위주의 문학교육이 아니라 이해와 감상을 다루는 다양한 매체로 만들고 확산하는 것이 필요하다. 이를 통해 고전문학콘텐츠를 생산할 수 있는 문화향유역량을 길러야 한다. 또한 적극적 차원의 문화 원형 재생산과 창작이 이루어지도록 지도할 필요가 있다. 마지막으로 작품에 대한 비판적, 창의적 사고역량을 기르기 위해 융합적 실천이 이루어져야 한다고 보았다. 융복합적 수행 과제를 바탕으로 체험하는 학습이 필요함을 역설하였다. This study suggests the ways and tasks of how classical literature education should be conducted at universities. In view of the fact that, up until now, classical literary education at universities only reinforced the high school curriculum or remained at the level of reading the original text. My effort in this study is to suggest what contribution the classical literature should make to our future life in a period commonly called the era of the 4th Industrial Revolution. Classical literature education at universities needs to be understood and educated across common Korean, literature education, and classical reading. Classical literature-related subjects taught to students of Teacher’s College at the university are so limited that they are still immersed in knowledge-oriented education. It seems that what is required is an education methodology that constantly seeks the present meaning based on the tradition and cultural archetype of classical literature. In this regard, classical literature should not simply stay at the level of appreciation and understanding, but should be related to the creative competence to enliven it by way of various contents To this end, a new teaching-learning process is needed and the evaluation methods of education should also be diversified. As a method of classical literature education for competency development, it is suggested to develop the capability of information utilization. It is necessary to have the competence to self-enact the category of knowledge by using information and judgment rather than one-sided lectures. Next, it is necessary to use media to strengthen communication competence. It isnecessary to create and spread various media to deal with understanding and appreciation, not text-oriented literature education. Through this, it is necessary to develop the capacity to enjoy culture in order to produce classical literature contents. It is also necessary to teach the reproduction and creation of cultural prototypes on an active level. Finally, it was suggested that fusion practice should be conducted to develop critical and creative thinking ability for the work. It emphasized the need for learning tasks to experience on the basis of fusion tasks. Now, education is being carried out in the direction of raising concrete and core competencies. Since classical literature education can not be an exception to this, we should consider the methodology and tasks of classical literature education that will lead the future society. Since the essence of human understanding is in classical literature, classical literature education is a very important human asset for building a personal and human future civilization. It is important to evaluate the performance tasks and processes to educate classical literature with this new education methodology.

고전문학교육 연구의 새로운 방향

서유경 ( Yu Kyung Seo ) 한국어교육학회 2007 국어교육 Vol.0 No.123

This research treats what is the study on the classical literature education and how it is changed. So this study conducts what is the problem and issue of the current of the research on the classical literature education and which is the tendency and the direction? Since ten years, the study on the classical literature education has changed, so that it is necessary to view how it is changed and how we to do. It is the problem that in the area of the Korean education how the classical literature education is related with the other area. So, in this research, it is tried the analysis on the trend of the research on the classical literature education and the synthesis of the issue on the classical literature education research. And it is aimed where is the point of the direction in reference to current research. The research on the classical literature education ever conducted can be divided into five category : the study on the appreciation of the classical literature, on the expressional mechanism of the classical literature , on the classical-cultural literacy through the classical literature, on the subject who accept the classical literature, on the policy and practice of the classical literature education. And the important issue in these research is that what is the concept of the cultural view about the classical literature, what is the criterion classifying the knowledge and the activity, and how we can judge the appropriation about the diverse activity of the student. In conclusion, it is needed, in the study on the education of the classical literature, that we must research practical education of the classical literature and try to expand the area of the education of the classical literature: such as applying medea in to the classical literature education, therapeutics through the classical literature, writing education with the classical literature and otherwise.

사범대학 고전문학교육의 현황과 제언

한길연 한국문학교육학회 2019 문학교육학 Vol.0 No.63

In this paper, I have looked at the present state of the literature education of the department of Korean language education, teachers college, focusing on the classical literature education, and presented the alternatives accordingly. First of all, I reviewed the problems related to education in literature at teachers college because it is closely related to secondary education courses and teacher employment examinations. According to the recent 2015 revised national curriculum, high school literature textbooks do not contain works of various genres, such as the exclusion of classical river novels, and foreign works were mainly focused on Western works. Under this reality, it is difficult to educate students in literature, which has secured diversity in genre, and it is highly likely that the standards for analyzing works will be biased toward the West. Therefore, there needs to be a proper process for public discussion that can reflect voices from all walks of life in relation to the revision of the curriculum. Also, the simple rote-based teacher employment examination can be a problem in nurturing creative, active and future literary and educational subjects. It is necessary to study and apply IB curriculum evaluation methods to evaluate more comprehensive literacy skills in the future, and to consider evaluation methods that recognize students’ literary qualities. On the other hand, in order to enable students of the literature education of the department of Korean language education, teachers college to be recognized not as fossilized literature of the past, but as literature of contemporaries, it is important to find its present meaning, and it is necessary to prepare specific educational content about it. To this end, we explored three ways to find the present value of classical literature in relation to the extracurricular discourse, secondly, how to appreciate classical literature by combining with modern media, and third, how to create a lifestyle using classical literature. We hope that classical literature will give a meaningful ring to students at the educational scene of the literature education of the department of Korean language education, teachers college, by reflecting on the present and establishing a new status as literature preparing for the future. 본고에서는 고전문학교육을 중심으로 사범대학 문학교육의 현황을 살펴보고 그에 따른 대안을 제시해 보았다. 먼저 사범대학의 문학교육은 중등 교육과정 및 임용시험과 밀접한 관련이 있기에 이와 관련한 문제점들을 검토해 보았다. 최근의 2015 개정 교육과정에 따른 고등학교 문학 교과서를 보면, 고전 대하소설이 배제되는 등 다양한 장르의 작품이 실려 있지 않고, 외국 작품도 서구 작품 위주로 수록되어 있다. 이러한 현실 아래에서는 사범대학 교육현장에서도 장르적 다양성을 확보한 문학교육이 어렵고, 작품분석의 기준도 서구 중심으로 치우칠 가능성이 크다. 따라서 교육과정의 개정과 관련하여 각계각층의 목소리가 반영될 수 있는 공론화 과정이 제대로 이루어질 필요가 있다. 또한, 단순 암기 위주의 임용시험은 창의적이고 능동적인, 미래의 문학교육 주체를 길러내는 데 문제가 될 수 있다. 앞으로 좀 더 종합적인 문학교육능력을 평가할 수 있도록 IB 교육과정의 평가방식을 연구하여 이를 적용해 볼 필요가 있으며, 학생들의 문학적 자질을 인정해 주는 평가방식도 고려할 필요가 있다. 한편, 고전문학이 사범대학 학생들에게 과거의 화석화된 문학이 아니라 동시대성을 가진 문학으로 인식될 수 있도록 하기 위해서는 그 현재적 의미를 찾는 것이 중요하기에 이에 대한 교육내용을 구체적으로 마련할 필요가 있다. 이는 오늘날의 현실에 걸맞은 사범대학 고전문학교육의 커리큘럼을 새롭게 구안하기 위해서도 꼭 필요한 작업이라 할 수 있다. 이를 위해 첫째, 탈근대적 담론과 관련한 고전문학의 현재적 가치 찾기, 둘째, 현대적 매체와의 결합을 통한 고전문학의 감상방법 찾기, 셋째, 고전문학 양식을 활용한 생활문학의 창작 방법 찾기의 세 가지 방안에 대해 모색해 보았다. 고전문학이 현재를 성찰하고 미래를 준비하는 문학으로서의 위상을 새롭게 정립함으로써, 사범대학 교육현장에서 학생들에게 의미 있는 울림을 줄 수 있기를 기대한다.

고전소설교육 패러다임의 점검과 전망

서유경(Seo, Yu-kyung) 국어교육학회 2017 국어교육연구 Vol.63 No.-

This study reviews development of Korean classical novel paradigm based on the public education through the stream of Korean language and literature education. It also recommends where Korean classical novel education should go in the future. It is an urgent issue to establish positive value of classical novel education to people, including students as Korean language and literature education changes as well as is important for Korean people to pass down our own traditional and precious language. Therefore, this study can be helpful that worth and benefits of Korean classical novel is acknowledged as canon. Furthermore, practice and study of Korean classical novel education can get more active. Through the history of Korean language and literature education, Korean classical novel education has been changed as belows: 1) the value in the stream of Korean language and literature education has got unstable, 2) Korean classical novel education has been merged with literature domain, 3) compulsory rationals of Korean classical novel education has been uncertain. Consequently, Korean classical novel education should find out clear identity in Korean language and literature education. In addition, this education should prepare for good contents as human cultural education. Lastly, it is necessary to acquire the significance of Korean language and literature education in the range of both public education and social use.

고전문학을 활용한 중학교 다문화교육

전철웅,우혜경 개신어문학회 2011 개신어문연구 Vol.0 No.33

The key word of the 21st century is “fusion”. Fusion occurs when many different things mingle together to produce a singular outcome. In today’s global era, the future that we must pursue is one where multiple ethnicities from diverse cultures come together as one to create a unified global society. Because today’s students bear the responsibility of the future, it is crucial that they receive multicultural education for the harmonious coexistence of different races. The objective of this study is to explore the possibility of utilizing classical literature for the purpose of middle school multicultural education. In the 2nd chapter we will take a look at the necessity of multicultural education and the significance of classical literature as a part of multicultural education. In the 3rd chapter we will develop teaching methods for multicultural education based on the research on multicultural families conducted by the Southern Ministry of Education and the current census of Young-Won Middle School in Seoul. The 4th chapter goes into the actual application of teaching methods. In this chapter we will give an example of a class that utilized the teaching methods mentioned in chapter 3 and analyze the results and desired future outcome. Compared to other students, children from multicultural families typically have a negative self image of themselves. Their exotic appearance and the estrangement from society that they have experienced throughout their lives cause these students to be confused about their identity. These students receive lower grades due to their incomplete language skills and difficulty understanding Korean culture and as a result they lose confidence and feel anxiety. Korean mainstream culture is incorporated into the current education curriculum. Therefore children of multi- cultural families that come from a minority background and not the homogenous mainstream culture are marginalized in the educational system. Consequently, fun and easy classical literature pieces were chosen for multicultural students as part of the study on understanding multiple cultures. The first step of the study “knowing” is about recognizing the difference in cultures and applies education that focused on learning the Korean language. The second step of the study “feeling” is designed to instill values and a sense of identity in the students through an educational program that is based on reading classical literature. Finally, the third subject of the study “doing” is a practical and active educational program that allows students to experience diverse cultures through various student gatherings. Emphasis was put on step 2 for exploring the various teaching methods of multicultural education using classical literature. Teaching methods utilizing classic literature expends the minds of the students by introducing them to the Korean mentality revealed in the text, enhances the language skills of children from multicultural families, and fosters understanding of Korean values and way of thinking. Just as it is possible to understand the traditional mindset, lifestyle, and methods of expression of a culture through their respective classic texts, it is possible to understand the Korean mindset, lifestyle, and expressions through Korean classic literature. Therefore, it is possible to better the understanding of the diversity of cultures and improve communication between different cultures through studying and comparing Korean classic literature with classic literature from other countries. With this notion as a basis, we can expect students to cultivate a positive sense of identity. Rather than teaching a subject matter directly from a text book, educators must guide students by establishing the subject matter as a basis and elaborating on said subject. When teaching classic literature, it is advisable to select reading materials that are interesting and suitable to the middle school level rather than using the original texts which are much to difficult. Education of classical literature for the understanding of multiple cultures encompasses understanding a cognitive aspect as well as experiencing a definitive aspect. Teaching multicultural education, more importance should be placed on experiencing rather than understanding. Educational activities in the class should be conducted through various methods and discussions that are focused on internalizing the values that are taught in the literature. This study evaluated the current situation of the Southern Ministry of Education and students from multicultural families of Young Won Middle School in Seoul expecting to identify what types of material should be taught to multicultural middle school students using what types of teaching methods. Using these results we were able to come up with and apply an educational program prototype. Through analyzing the current situation of Young Won Middle School’s multicultural students, we were able to categorize the multicultural students and evaluate their language skills. Then we applied an educational program taking into consideration the cultural uniqueness of the student’s family. We were able to educate students in a way that allowed them to understand and imagine the diverse cultures of different countries by making a list of classical literature pieces related to multicultural understanding and identity development, passing the reading material around in class, holding discussion sessions and having the students freely express their insights through writing. We consistently educated students in the reading comprehension, speaking, and listening aspects of the Korean language by giving them reading, debate, and essay writing assignments. The results and the desired future outcome of multi- cultural education are:First of all, we expect to improve the lacking fluency of the Korean Language in multicultural students and significantly improve their basic language skills including communication skills by establishing a Korean language program that employs a fixed reading strategy using fun and easy materials. Secondly, through the classical literature reading program we can alleviate the worries of multicultural learners and give them an opportunity to instill within themselves a sense identity and purpose by assigning them a customized reading materials that are pertinent to the problems they are facing. Thirdly, the educational program for cultural understanding will aid students through student group activities which will help them understand Korean culture and traditions, communicate with peers, and increase their adaptability to real life environment. As a result, multicultural students will have a boost in confidence and will be able to cultivate a proactive and free mentality. Fourthly, we will be able to provide middle school teachers that are contemplating on what and how to teach middle school level multicultural education with specific teaching materials and methods. Lastly, by proposing a specific course of action for multicultural education policies on a school, ministry of education, and national level, we will be able to solve problems within the class room and help prepare for the future of a multicultural society.

당위와 이상과 현실의 접점에서

조용호(Yong-ho Cho) 한국고전연구학회 2023 한국고전연구 Vol.- No.61

이 글은 ‘대학의 전공 교육으로서 고전문학의 새로운 길 찾기’라는 기획 발표에서 기조 논문으로 작성된 것이다. 이미 많은 교육자들이 고전문학 교육을 위한 새로운 방법을 제시했음에도 불구하고, 이런 논의가 지속된다는 것은 고전문학 교육에서 야기되는 문제가 개인적인 역량의 차원을 넘어서는 곳에 이유를 두고 있다는 것을 뜻한다. 나는 그 원인이 대학에 대한 대중의 요구와 사회구조의 변화에 있다고 판단하였다. 그리고 고전문학 교육의 현재 상황과 나아가야 할 방향을 우리나라의 교육과정 변천사, 국어국문학과에 개설된 교과목, 졸업생의 진로환경이란 문제와 관련시켜 논하였다. 이것들은 각각 교수자, 교육과정, 학생에 초점을 맞춘 논지 전개이다. 먼저 교육과정기의 추이를 검토한 결과로 교수자들이 세대마다 특장점이 있다는 점을 밝혔다. 그래서 중견급 이상의 교수들은 지식의 토대를 확충하여 주는 기본 과목을 강의하고 소장학자들은 고전문학의 현대적 활용에 대한 교육을 나누어 강의하는 것이 바람직하다고 보았다. 다음으로는 여러 대학의 국어국문학과 교육과정을 검토하였다. 그 결과로 지식 습득을 위한 기본 과목과 현대적 활용을 위한 과목이 적절하게 분할되는 것이 좋으며, 지방대학에서는 해당 지역에서 창작된 작품 및 작가에 대한 연구와 강의가 필요하다고 보았다. 마지막으로는 졸업생들의 진로와 관련된 과목을 중시할 필요성에 대하여 논하였다. 여기에서는 고전문학 콘텐츠를 활용한 시나리오 작성과 영상 제작에 대한 강의가 필요하지만, 조만간 설치될 것으로 보이는 교육전문대학원 진학을 위해 기본 과목에 대한 강의도 소홀히 해서는 안 된다고 강조하였다. 그렇지만 이런 역할 분담과 함께 연구와 해석을 통한 지식의 생산과 축적이라는 과업이 지속적으로 수행되어야 한다는 점을 결코 잊어서는 안 된다. 이 글은 개별적인 수업의 사례에 대한 제시가 아니고 고전문학 교육의 방향성을 제안하는 성격을 지닌 채 시작된 것이었다. 따라서 고전문학 교육을 위한 특별한 방안을 제시하는 대신에, 전공 교육으로서의 고전문학 교육을 활성화할 수 있는 기반에 대하여 논할 수밖에 없었다. 그럼에도 불구하고, 고전문학 교육이 성공할 수 있는 가장 중요한 비결은 교육 당사자들 사이에서 형성되는 바람직한 인간관계와 화합이라고 보았다. 이것이야말로 교육을 위해 필요한 기본 중의 기본이기 때문이다. This article was written as a keynote paper in a planning presentation titled “Finding a New Way to Classical Literature as a Major Education of the University.” Although many educators have already suggested new ways to educate classical literature, discussions on this topic are repeated. This means that the problems arising from classical literature education are reasoned beyond the dimension of personal competence. I judged that the cause was the public’s demand for universities and changes in the social structure. In addition, the current situation and direction of classical literature education were viewed from three directions. These are the history of changes in Korea’s education curriculum period, curriculum opened in the Department of Korean Language and Literature, and the career environment of graduates. These are the development of thesis focusing on instructors, curriculum, and students, respectively. First of all, as a result of reviewing the trend of the education curriculum period, professors revealed that each generation has features. Therefore, it was desirable for senior professors to give lectures on basic subjects that expand the foundation of knowledge, and young professors to share education on the modern use of classical literature. Next, the curriculum of the Department of Korean Language and Literature at various universities was reviewed. As a result, it is recommended that basic subjects for knowledge acquisition and subjects for modern use be properly divided, and local universities need to study and lecture on literary works and writers created in the region. Finally, it emphasized the need to open subjects related to the career paths of graduates. This includes lectures on scenario creation and video production using classical literature contents. However, it was also emphasized that lectures on basic subjects should be emphasized in order to enter the education school, which is expected to be established soon. However, it should never be forgotten that the task of producing and accumulating knowledge through research and interpretation should be continuously carried out along with this division of roles. This article began with the character of suggesting the direction of classical literature education, not presenting examples of individual classes. Therefore, instead of suggesting a special plan for classical literature education, we had no choice but to discuss the framework in which classical literature education as a major education could be activated. Nevertheless, the most important secret to the success of classical literature education was the warm human relationships and harmony formed between the educational parties. This is because this is one of the basics necessary for education.

고전문학 교육과 문화콘텐츠 창작 교육

최혜진 ( Hye Jin Choi ) 경희대학교 인문학연구원 2013 인문학연구 Vol.0 No.24

고전문학 영역은 우리의 정신과 생활 문화를 보여주는 전통 텍스트이며, 현대적인 재창조 변용이 가능한 원형 텍스트이고, 세계 속에서 경쟁력을 가진 고유문화 텍스트인 동시에, 무한한 소재 개발 가능성을 가진 원천 텍스트이다. 또한 예술과 철학, 역사를 아우르는 인문학적 텍스트로 사람과 환경, 문화의 문제를 끊임없이 골몰하는 텍스트라 할 수 있다. 따라서 기존의 전통적인 고전문학교육의 방식은 시대의 변화와 흐름에 따라 달라져야 한다고 할 수 있다. 고전문학 교육을 문화콘텐츠 창작 교육과 결합하여 다루는 방식이 필요한 것이다. 본 연구는 고전문학 교육을 문화콘텐츠 창작과 연관지어 다룸으로써 문화산업에서 국문학 전공자들이 담당해야 할 부분을 명시적으로 고찰한 것이다. 이를 위해 고전문학 교육에 대한 방법과 태도가 변화되어야 함을 역설하였고, 연구자와 학생들이 가져야 할 기반에 대해 논의하였다. 이를 통해 고전문학 교육과 문화콘텐츠 창작 교육이 어떻게 결합해야 하는지를 살펴보았고, 교육과정의 사례를 제시하였다. 이러한 논의는 변화하는 시대에 고전문학을 교육하고 담당한 많은 연구자들이 과거의 교육 방법에 얽매이지 말고 적극적으로 새로운 교육방법을 개척해야 함을 뜻한다. 고전문학을 교육하는 일이 지식의 전수에서 나아가 이 시대의 일꾼을 기르고 내보내는 일로 진보해야 한다는 것이다. 바다와 같은 고전의 기반을 세상 속에 필요하도록 가공하고 끄집어내는 일이 필요하며, 이 분야에 대한 전문가를 시급히 기르지 않으면 인문학의 위기, 곧 국문학의 위기는 극복될 수 없다는 것이다. 그러한 점에서 수행적 연구와 실습, 창작 위주의 교과 과정이 중요하다는 점을 역설하였다. Korean classical literature is constituted of the traditional texts that carry our spirit and life culture alive; they can be reinvented and transformed; they are also archetypal cultural texts which have a great deal of potential subject matters to develop into new cultural assets. They can also function as humanistic texts which widely encompass art, philosophy and history to deal with our contemporary problems such as environment and cultural conflicts. The current classical literature education needs to be reconsidered to keep up with the great change the contemporary world has been experiencing; our study suggests a way to combine classical literature education and cultural contents creation education. Addressing the question of incorporating cultural contents creation into classical literature education, this study examines the role that Korean literature major is expected to perform in the area of cultural industry. For this purpose, this study considers the ways and attitude needed for students and teachers toward classical literature education and discusses the required rudimentary educational structure. Further, we examine how classical literature education can go with cultural contents creation education, and present some exemplary curricula. This study recommends researchers to explore and develop new teaching methods actively without being bound by teaching methods of the past. Classical literature education has to pay a particular attention to raising specialists who can work both in domestic educational environment and foreign one as well.

고전문학의 지속가능성과 고전문학 교육

고정희 ( Jeong Hee Ko ) 한국한문학회 2015 韓國漢文學硏究 Vol.0 No.57

The purpose of this paper is to investigate desired characteristics and potentials of classical literature in teaching the classics, and what the researchers need to study and implement to make this happen within the future circumstances of classical literature. For this, the future circumstances of classical literature were examined in this paper centered on key words such as ‘competency-based curriculum’, ‘multicultural society’, ‘unification’, ‘teaching of Korean as a foreign language’, ‘world literature’. The result showed that competency-based curriculum and multicultural society are shaking its canonical status whereas, from the aspects of unification and world literature, the role of classical literature is still in being demanded as the national canon. With growth of teaching Korean as a foreign language, it seems as though the importance of classical literature is weakening but the educational need for classical literature which establishes the identity of modern Korean is on the rise. In the midst of such contradicting demands, moving towards ‘search for multiple identity’ through classical literature, emphasizing ‘contemporary characteristics’ of classical literature, ‘receiving support from non-formal education’ etc. were recommended as ways to accomplish sustainability of classical literature. However, since classical literature itself possesses duality as the national canon, it is not easy to define the potentials of the classical literature in the complex future society. In order to resolve this, it is necessary to conduct a study on the relationship between multicultural literacy and classical literature which are the core competencies of future society.