내러티브 교육과정의 적용에 대한 연구 = (A)study on the educational applications of narrative curriculum

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the meanings and values of narratives and to examine their implications for education. Specifically, the objectives of this study can be summarized as follows:
1) To find out educational meanings and values of narratives.
2) To find out narrative modes of thought and their implications for teaching.
3) To develop a new narrative curriculum model through the analyses of narrative curriculum.
4) To find out the possibilities of narrative curriculum for the subject matter.
The results of this study are summarized as follows:
First, one of the most important educational meanings of narratives is that it contributes to learners' ability to make stories and understand them using thenarrative knowledges.Telling stories is not just tell one's own experiences but reconstruct them in specific ways. In other words, people interpret and reinterpret their experiences continuously when they tell stories.
Second, the narrative modes of thought have great values in education. Generally, while reading texts, learners are involved in the process of interpretation and reconstruction, through which they construct new meanings. Therefore, The reconstruction of meanings and development of imagination through the narrative thought should be regarded as important as the paradigmatic thought in educational context.
Third, it is possible to construct the narrative curriculum. Narratives are effective tools for making a story meaningful. From the educational perspective, narratives can function as subject matter of instruction, device of transmission, pedagogical subject matter and instrument for cognizing history.
Fourth, We should develop a narrative curriculum which fits well in Korean educational settings. I suggest a narrative curriculum model which consists of five steps in this study. With narrative curriculum, teachers can stimulate the students' motivation to learn and make them participate in class more actively.
The results imply that the narrative thought should receive as much attention as the paradigmatic thought in education. Also, the potential of the narrative thought for the development of the whole man should be more emphasized than so far.

목차 (Table of Contents)

• 목차 = ⅰ
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 연구방법 및 제한점 = 5
• 4. 용어의 정의 = 6
• II. 내러티브의 교육적 이해 = 9
• 1. 내러티브의 의미 = 9
• 1) 내러티브의 의미 = 9
• 2) 내러티브의 구성요소 = 14
• 2. 내러티브 사고 = 18
• 1) 내러티브 사고의 의미 = 18
• 2) 내러티브 사고의 성격 = 22
• 3. 내러티브와 교육 = 25
• 1) 내러티브 연구동향 = 25
• 2) 내러티브와 교육 = 27
• III. 내러티브 교육과정 = 36
• 1. 내러티브와 교육과정 = 36
• 2. 내러티브 교육과정 관련 모형 분석 = 38
• 1) 이야기 구조 내러티브 모형 = 38
• 2) 역사 이해 내러티브 모형 = 43
• 3) Eagan의 낭만적 내러티브 모형 = 46
• 4) Lauritzen과 Jaeger의 내러티브 모형 = 51
• IV. 내러티브 교육과정의 교과 적용 = 64
• 1. 내러티브 교육과정의 교과 적용모형 = 64
• 2. 국어 교과 적용 = 69
• 3. 역사 교과 적용 = 86
• V. 결론 = 113
• 참고문헌 = 117
• 영문초록 = 130