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장르의 역동성과 쓰기 교육의 방향성 : based Writing Education'in Focuse of Generic Dynamics
최인자 한국문학교육학회 2000 문학교육학 Vol.5 No.-
The task of this essay is to diseuss the direction of 'Genre-based writing education' in focus of generic dynamics. The genre is recurring rhetorical response to recurring exigenus. The 'Genre-based writing education' started to critique the 'Process-based writing education', because it supposes the student's power of expression is composed of individual cognition. On the light of genre theory, the expression behavior is connected to social-cultural context. But it did not mean that it is subjected to restrict fixed genre system. By Bakhtin, Ceneric forms are much more flexible, plastic, and free. than grammatical or other linguistic patterns. "Genre must. be fully mastered to be. used creatively". So, the. genric dynamics is very important in 'Genre-based writing education' This essay discuss the dynamics of autobiographical narrative writing. Autobiographical narrative writing has two types. One is the narrative of 'the discovery ego'. The other is the narrative of sucessful ego. But this genric convention is appropriated creatively in three way. Woman autobiographical narrative writing is appropriation this genric convention. They resist the woman identity constituted in patriarch, so write witness of narrative. The autobiographical novel reflect. the autobiography. They criticise the ideology of autobiography and reinterpretation in historical context.
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최인자,류청산 韓國實科敎育硏究學會 2001 實科敎育硏究 Vol.7 No.1
The purpose of this study was to design of experiential learning program that can be utilized in the curriculums in the contents of subjects in elementary school. This study suggests the experiential learning model with three main issues namely six ranges of experiential learning, seven experiential elements, and three steps of development. And it showed the model of experiential learning program design which had five steps. 1.Choose the theme and goal. 2.Set up the range of experiential learning program. 3.Organize each step of experiential learning program activities. 4.Confirm the main experiential element of experiential learning program. 5.Organize each unit activity of experiential learning program step. With this model, experiential learning program of forest culture excursion is developed and suggested. Based on the result of this study, the following considerations are remarked for the substantial improvement of the experiential learning and further studies in this area. 1.Experiential learning should be established a theory. 2.Since this study only concerns with providing the experiential learning program of forest culture excursion, substantial studies verifying the effectiveness of this program should be accomplished. 3.Internet homepage should be managed to apply useful information of experiential learning.
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사회 정서 학습을 위한 내러티브 기반 교과 융합 인성교육
최인자 서울대학교 국어교육연구소 2015 국어교육연구 Vol.36 No.-
This article develops a model of narrative based subject- integration character education for social emotional learning. The subject-integration character education is more efficient than the individual subject education for children's character building." Because the subject- integration education can deal with the problem of all aspects of the learners' personality. And the narrative can be considered with medium for the integration. This essay claimed three value of narrative in the subject-integration character education. First, the narrative is able to integrate the various dimensions of life associated with character development." Second, the narrative is able to be constructed and be reconstructed based on individual narratives. With this, the student change and increase their awareness their mind for meaningful growth. Third, the narrative can be completely integrated into an individual and generate harmony between individuals and society. This essay suggested the teaching model of narrative based character education. The thema of this program is ‘sympathy’. The procedure of the learning and teaching is to be developed according to the reading therapy principle, which will expedite meaningful changes for individuals, such as recognition, examination, juxtaposition, and adjustments to the self. 본고는 융합교육의 관점에서 내러티브를 기반으로 한 인성교육의 모델을 구안하고자 하였다. 인성교육은 교과 교육과의 연계가 바람직하지만 개별 교과별 교육보다는 교과간 융합을 통해서 보다 효율적일 수 있으며, 그 융합의 매체로는 내러티브가 적합하다. 이에 내러티브의 인성교육적 가치를 세 가지로 정리하였다. 첫째, 내러티브는 인성이 운용되는 삶의 여러 차원을 융합적으로 성찰, 해석할 수 있도록 한다. 둘째, 내러티브는 재구성을 통해 행위를 조정하고, 학습자가 자기 스스로를 변화할 수 있는 기회를 제공할 수 있다. 셋째, 내러티브를 통하여 사회와 개인이 조화를 추구하며, 전인적인 통합을 이룰 수 있다. 이러한 특징을 살려 ‘공감’의 인성교육을 위한 프로그램 개발 예시를 제시하였다. 그 교수 학습의 절차는 독서 치료에서 독서로 학습자의 변화를 이끌어내는 학습 과정을 원용하였다. 인식 (recognition), 고찰 (examination), 병치 (juxtaposition), 자기 적용 (application to self)의 네 단계가 그것이다. ‘인식’은 마중물 내러티브에 대한 지적, 정서적 반응을 통해 인성의 문제를 인식하고, ‘고찰’은 그 문제가 마중물 내러티브에서 어떻게 제시되고 있는지 심층 해석을 통해 성찰하되, 다양한 사회적, 예술적 내러티브로 확장하여 탐구하며, ‘병치’는 자신의 내러티브 텍스트에 대한 반응의 비교 양상과 다양한 텍스트들의 내용을 비교, 대조하여 인식의 확장, 전환이 이루어지는 단계이다. ‘자기 적용’의 단계에서는, 앞의 인성 문제를 자기 삶의 내러티브로 표출하고 그 문제를 인식하여 재구성함으로써 변화를 도모한다.
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최인자 국어교육학회(since1969) 2007 국어교육연구 Vol.0 No.41
The task of this study is to develop the method of narrative expression education. It is important to study the narrative expression education in 21century. With narrative, we can make experience meaning and self identity. And it can be alternative choice to the paradigm thought center writing education. First in this study, I consider the cognitive, communitive and cultural nature of narrative expression. Then I consider the process of the narrative expression. ① the establishment of the narrative problem ② the construction of plot ③ the exploration of the motif and transformation ④ the expression with narrative and choice media. The narrative expression education seeks to develop the narrative thinking. So, it needs to consider various genre, such as the narratives about our own experience, narratives about the other, narratives about literature. 서사의 본질을 이해하는 데 매우 적절하다. 이야기의 핵심적인 요소, 특성을 파악해야 요약이 가능하기 때문이다. 또, 기존 작품을 변형할 수도 있다. 현재의 ‘나’를 허구 세계에 새로 편입하여 이야기를 만들어 보게 할 수도 있고, 또 특정의 사건이나 에피소드를 첨가하거나 다른 인물의 시각으로 전체 이야기를 다시 쓸 수도 있다. 또, 인물들 사이의 대화를 만들어보거나 삽화를 주고 설명하게 하는 것도 방법이다.2) 스토리 창작 교육 방법
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