교육학과 교과교육학간의 위상정립

차호일 청람어문학회 2000 청람어문교육 Vol.22 No.1

[소설] 그 하루 무덥던 날

차호일 문예운동사 2024 문예운동 Vol.- No.161

실종

차호일 문예운동사 2022 문예운동 Vol.- No.155

박태원의 모더니즘 소설론 연구

차호일 한국국어교육학회 2003 새국어교육 Vol.65 No.-

1920년대 낭만주의 시에 나타난 여성의식

차호일 한국비평문학회 2003 批評文學 Vol.- No.17

시교육의 관점 변화 및 지향점

차호일 청람어문교육학회 2004 청람어문교육 Vol.30 No.-

This thesis is study on the change of viewpoint and pointing spot in poetic education. The poetic education have been varied text-centered viewpoint being based on formalism literature theory, learner-centered viewpoint being based on reader-response theory, and context-centered viewpoint being based on post-structuralism literature theory in order. But this variation does not mean that one viewpoint disappears and other viewpoint of poetic education becomes influential in poetic education. Each viewpoint of poetic education coexist with mutual strong point and weak point. Therefore, a poetic education must not points towards one viewpoint, but towards integrated viewpoint. 이 글은 최근의 시교육에 대한 관점 변화와 앞으로 시교육이 나아갈 방향을 탐색해보고자 한 글이다.시교육은 형식적 문학이론에 기초한 텍스트 중심 관점, 독자반응이론에 기초한 학습자 중심관점, 그리고 최근의 후기구조주의 문학이론에 기초한 상황중심 관점으로 그 관점을 변화시켜 왔다. 그러나 이것이 곧 한 관점의 시교육 방식이 사라지고 이어 다음의 시교육 방식이 학교교육을 지배한다는 것을 말하는 것은 아니다. 각 관점의 시교육 방식들은 서로 나름대로 장점과 단점을 가지고 공존하고 있다.따라서 앞으로 시교육이 나아갈 방향은 이들 어느 한 관점을 중심으로 시교육을 해나갈 것이 아니라 이 세 관점의 장점을 통합하는 방향으로 이루어져야 할 것이다.

작문이론의 교육적 접근

차호일 한국초등국어교육학회 2002 한국초등국어교육 Vol.21 No.-

작문이론은 작문교육 이론과 다르다. 작문이론을 교육적으로 여과시켰을 때 실제적인 작문교육이론이 된다. 혼재하고 있는 작문이론을 교육적으로 들여다보기를 했다. 교육목표를 중심으로 접근해 보았을 때 형식적 목표 작문교육이론, 개인적 목표 작문교육이론, 사회적 목표 작문교육이론으로 분류해 볼 수 있고 교육내용을 중심으로 접근해 보았을 때 지식·기능중심 작문교육이론, 전략중심 작문교육이론으로 나눌 수 있고 교육방법적 접근을 해보았을 때 결과중심 작문교육이론, 과정중심 작문교육이론, 그리고 후기과정중심 작문교육이론으로 매김할 수 있었다. 이 모든 것은 훌륭한 글을 쓰기 위한 이론적 도구에 불과할 뿐이다. 작문교육의 목표는 좋은 글은 쓰는 데 있다. 좋은 글을 쓰기 위해서는 상황에 따라 이런 이론적 도구들을 적절히 활용할 수 있어야 한다. 그러기 위해서는 현장의 교사들은 이런 작문교육이론에 대해 모두 통달해 있어야 한다. 최근 컴퓨터 언어의 발달로 컴퓨터상에 이루어지는 작문교육이 새로운 작문과제로 대두되고 있다. 작문교육은 이에 대비할 필요가 있다. A composition theory is differ from education of composition theory. When composition theory is filtered in education. it becomes practical education of composition theory. I studied various composition theory from an educational viewpoint. Seeing from an educational goal viewpoint, education of composition theory is classfied to formal goal composition education theory, individual goal composition education theory, and social goal composition education theory. Seeing from an educational contents viewpoint, it is classified to knowledge-function centered composition education theory and strategy centered composition education theory. Seeing from an educational method viewpoint, it is classified to effect centered composition education theory, process centered composition education theory and post-process centered composition education theory. The above statement is nothing but theoretical means to write good sentence. The goal of composition education is to write good sentence. To write good sentence, we have to use properly above composition theory in accordance with composition situation. Therefore our teachers must know throughly above composition education theory. Recently, on growing computer language, composition education in computer raises its head in our composition class, our composition education must be prepared for composition education in cyber space.

4월 혁명에 대한 시적 대응 방식과 시 교육에의 시사 -김수영, 신동엽을 중심으로-

차호일 영남대학교 민족문화연구소 2008 민족문화논총 Vol.39 No.-

This thesis deals with poetic corresponding ways to the April Revolution and suggestions on a poetic education. The April Revolution is very important event historically. How is the April Revolution considered in our poem literature? Through the poems of Kim Su Young, Shin Dong Yeop who are regarded as the poets of April Revolution, I examined that. We can read a certain current about the April Revolution in their poems : poems which adore the Revolution in early part of the Revolution, aspects that are depressed as time goes by, reflects the Revolution, and then practices the spirit of the Revolution. That is to say, the poems that restore a periodic scar and succeed the spirit of the Revolution appear. Realistically, they respond to that soundly. If so, what do these poetic corresponding ways to the April Revolution suggest in connection with a poem education? Above all, it is very important to establish the standards of selecting poem teaching materials. Namely, when we select poem teaching materials, the ways corresponding to reality can be a selecting yardstick. What kind of poems can be selected? : poems which have the mind that copes with the current or not. Absolutely, we have to choose poems which have the mind that copes with the current for teaching materials. This thesis deals with poetic corresponding ways to the April Revolution and suggestions on a poetic education. The April Revolution is very important event historically. How is the April Revolution considered in our poem literature? Through the poems of Kim Su Young, Shin Dong Yeop who are regarded as the poets of April Revolution, I examined that. We can read a certain current about the April Revolution in their poems : poems which adore the Revolution in early part of the Revolution, aspects that are depressed as time goes by, reflects the Revolution, and then practices the spirit of the Revolution. That is to say, the poems that restore a periodic scar and succeed the spirit of the Revolution appear. Realistically, they respond to that soundly. If so, what do these poetic corresponding ways to the April Revolution suggest in connection with a poem education? Above all, it is very important to establish the standards of selecting poem teaching materials. Namely, when we select poem teaching materials, the ways corresponding to reality can be a selecting yardstick. What kind of poems can be selected? : poems which have the mind that copes with the current or not. Absolutely, we have to choose poems which have the mind that copes with the current for teaching materials.

독서와 문학의 통합적 접근을 통한 시 감상 전략

차호일 한국비평문학회 2006 批評文學 Vol.- No.23

A Strategy of Poetic Appreciation through Integrated Approach of Reading and Literature Cha, Ho-Il This thesis is a strategy of poetic appreciation through integrated approach of reading and literature. We need to appreciate poem in integrated approach of reading and literature. The process of this strategy consists of five stages : intuitive reading stage, verbatim reading stage, interpretational reading stage, esthetical reading stage, and creative reading stage. The intuitive reading stage is a process of poetic appreciation in intuitional recognition. The activity of this stage is a process of reciting poem and recollecting past experience. The verbatim reading stage is a process of ostensible interpreting poem. The activity of this stage includes reading letter as it is. The interpretational reading stage is a process of practical interpreting poem. The activity of this stage includes ①decoding of simile·symbol·paradox·irony·omission·compression ②outward approaching, ③and expressing appreciated poem to prose. The esthetical reading stage is a process of synthetical grasping poetic text. The activity of this stage involves rhythm, image, expression, structure, becoming poetic speaker, and reciting by becoming poetic speaker. The creative reading stage is a process of diffusive appreciating poetic text compared to prior four stages in integrated approach of reading and literature. This stage is made up of expressing feeling and thinking, and expanding poetic ground level. The activity of this stage contains expressing similar experience, reading related poetic text, writing a poet, memorizing a poem. This strategy is realistic and spot centered, because this strategy is based on interesting-the most serious problem in high school poetic appreciation instruction.

백석시의 인물 수용 양상과 시 교육에의 시사

차호일 한국근대문학회 2008 한국근대문학연구 Vol.9 No.1

This thesis is about an aspect of character acceptance in Back Suk's poems and suggestion to education of poetry. Any poetry has not included as various characters as that of Back Suk in Korea. I have already seen how these characters are embodied in Back Suk's poems. I have already looked at three steps which create poetry. Those are leading character, supporting character and partial character(extra). When characters are embodied in poetry, there are many characteristics such as the style of recollection, the object of yearning, telling character, descriptive style, recovering community, absence of patriarch, admiration of folk faith, woman's fatigued life, pointing child mind, character of local customs. The way of accepting and embodying character is very suggestive when the poetry is taught. That is, it awakes us the impotance of character-centered appreciation, character-centered writing, character-centered literature activity in education of poem. 이 글은 백석 시의 인물 수용 양상에 대한 글이다. 한국시사를 통털어 백석시만큼 다양한 인물이 등장하는 경우는 드물다. 이들 인물이 백석시에서 어떻게 수용되었는지 살펴보았다. 인물이 수용된 형상화 양상에는 주역, 조역, 단역 등의 세 양상이 있었고 이들을 수용함으로써 얻는 시적 특징으로는 체험 이야기하기, 회상체, 서술성 등의 형식적 특성과 공동체 회복, 가장 부재, 민속 신앙 숭배, 여인들의 고단한 삶, 그리움의 대상, 동심지향, 토속성과 같은 특징이 있었다. 이런 인물이 글 속에 수용되고 형상화된 방식은 교육현장에서 시 교육을 할 때 많은 시사를 주고 있다. 즉 인물중심의 시 읽기, 인물중심의 시 쓰기, 그리고 인물중심의 문학 활동의 중요성을 새삼 일깨워주고 있는 것이다.