현대시의 정서 교육 연구

다국어 초록 (Multilingual Abstract)

The purpose of this thesis is to explore the methods for educating emotion of modern poems. The reason behind focusing on emotion in poetry education is that sympathizing with emotion stirred through poems can play a very important role in the development of sensibility and imagination as well as the increase of cultural sensibility. Therefore, for students to be able to understand the diverse emotion of poems as the main body in appreciating poem texts, poetry education methods centered on emotional education of poems were sought to be studied.
In Chapter II, the standard of understanding the emotion of poems was based on the relationship between the persona and the poetic objects by understanding the recognition of worlds founded on the subjectivity of self as the important essence of lyricism. Therefore, depending on which emotional attitude the persona shows toward the poetic objects, I classified the types of emotional expression of the poem into 4 phases; poem with a positive emotion, poem with a critical emotion, poem with a sympathetic emotion, poem with a tragic emotion. 󰡐poem with a positive emotion？ is a poem showing an emotional attitude of admiring the poetic object in the stance where the persona affirms the poetic object in the relationship between the persona and the poetic object. ？poem with a critical emotion？ is a poem where the persona shows critical emotional attitudes toward the poetic object. ？poem with a sympathetic emotion？ is a poem where the persona shows a sympathetic emotional attitude based on the emotional rapport with the poetic objects. ？poem with a tragic emotion？ is a poem where the persona cannot overcome the poetic object and shows depressing and conflicting emotional attitudes. Moreover, the individual specialties were specifically examined while targeting modern poems.
In Chapter III, the model class for teaching and learning the emotion of poems was sought based on the Chapter II. The model class for emotional education of poems regards learners becoming the center as an important factor. Therefore, as a model class for emotional education of poems, response-based teaching model was sought to be applied. Then, this response-based teaching model was applied in actual classes targeting texts when collecting middle school Korean text books. This is to specifically suggest methods for ways to teach and study emotional education of poems.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구 목적 및 연구 방법 1
• 2. 선행 연구 검토 3
• Ⅱ. 시의 정서 교육과 정서 표출의 양상 8
• 1. 시의 정서 교육의 필요성 8
• 2. 시의 정서 표출의 양상 10
• 1) 긍정적 정서의 시 12
• 2) 비판적 정서의 시 16
• 3) 공감적 정서의 시 21
• 4) 비극적 정서의 시
• Ⅲ. 정서 표출의 양상에 따른 시교육의 실제 31
• 1. 정서 교육의 수업 모형 31
• 2. 수업모형에 따른 시 수업의 실제 35
• 1) 긍정적 정서의 시 : 변영로의 논개 35
• 2) 비판적 정서의 시 : 김소월의 바라건대는 40
• 3) 공감적 정서의 시 : 박목월의 가정 44
• 4) 비극적 정서의 시 : 기형도의 엄마 걱정 49
• Ⅳ. 결론 55
• 참고문헌 58
• Abstract 61
• 부록 63