고전소설 교육의 위계 적합성 연구 : 개정 7차 중등학교 교과서를 중심으로

다국어 초록 (Multilingual Abstract)

ABSTRACT

A Study on Suitability of Hierarchy of Classical Novel Education
-Focused on the 7th Revised Textbooks of
Secondary School

Lee, Seung Jin
advisor : prof. Kim Su-jung. Ph.D.
Major in Korean Language Education
Graduate School of Education, Chosun University


This study suggests a direction of hierarchy of classical novel component from answering to why, what, how to teach. In classical novel education, hierarchy will reach the goals easily when the proper components and contents are offered by developmental stages of learners, texts, education factors.
Educational act that is an act for achieving it with obvious purpose considers what learners should obtain through the learning as a goal. Such an educational goal can be hierarchically established from abstract and ideological in the interrelation between learners and learning contents. This study is to seek methods to overcome the limitation of previous education of classical novel through stratification of contents in classical novel, as it takes a look at developmental characteristics of learners, text elements, and education elements as hierarchical variables in terms of literature education.
In literature education, the concept of learning-readers is distinct from general readers. It exists not on certain particular age or class but the particular situation that is teaching-learning. That is why they have a sense of purpose for achieving goals of literature education. The literature offered to them is based on intentional and planned curriculum. They cannot help revealing hierarchy that a stat hed of ut erstat ing and appreciation a iut literature is changed by cognitive and affective developmental stages. Thus to put learners ahead of everything has received attention. The main agent of class is not a teacher but a student. Considering that making them develop their abilities to interpret and criticize the work, the content of them is needs to be offered to be offered to learners appropriately. This study is based on a problem of hierarchy of classical novel education. As part of this thought, its main goal is to heamine developmental stages of learners, interpret contents hierarchy of offrred to curriculum, and analyze worksem ited for developmental stages of learners. For this purpose, a ive all, the current state of education was heamined by studying classical novel among components in the 7th revised authorized textbook. The standard to establish contents of classical novel education hierarchically was set by developmental characteristics of learners, aspects of classical novel education, and aspects contained by texts.
The first stage of hierarchy should be started by revealing learner's developmental characteristic because hierarchy of classical novel component is to establish which literature is appropriate to the level of learners. Therefore, in Chapter Ⅱ, the characteristics of developmental stage of the learners from grade 7 to grade 10 were studied. Hierarchy factors a text has as components of classical novel were discussed as well. Educational goals and contents in relation
to subjects revealed in curriculum were examined because literature of educational component should be appreciated around educational content upon the educational goals in curriculum.
In Chapter Ⅲ, being based on the condition that would be ideal for teaching classical novel if developmental hierarchy and educational content hierarchy of learning-readers and hierarchy of literary value were proper, the measures for desirable hierarchy in relation to learners, texts, education factors established as variables of hierarchy in Chapter Ⅱ was suggested.
In Chapter Ⅳ, in order to examine hierarchy of works in textbooks, it revealed hierarchical characteristics of curriculum which is offered in textbooks. Among the relation with them, this study grasped aspects of hierarchy and looked into problems. for this purpose, first of all, aspects of classical novel components contained in the 7th revised authorized textbooks were examined. In Chapter Ⅱ, it looked at suitabilities of classical novel hierarchy contained in the 7th revised secondary school textbooks, based on variables of hierarchy set by researchers.
Through this study, a general tendency for current classical novel education might be reflected from all points by introducing viewpoint on hierarchy to the study of classical novel. For instance, it could recall that the value which is continuously emphasized in Korean Education such as individuality or creativity is not an important and primary concern but characteristics received attention from the particular developmental stages.
This point of view is reflected in actual situation like curriculum or the compilation of textbooks, showing the change of content composition. The Introduction of hierarchy doesn't have significance restricted to individual development tasks. Ultimately, it will contribute to desirable phase of Korean Education. In other words, this study tried not only to discuss how to arrange contents of classical novel education but to deal with which contents should be taught in classical novel education essentially. Also, how this content takes place in the domain of Korean Education was discussed in priority. In this study, a possibility of hierarchy of classical novel education was sought according to learners, texts, and education elements as character of classical novel and hierarchy variable. This study regards it as meaningful to provide theoretical basis so that classical novel education which is considering hierarchy variable and varied components of classical novel become abundant educational components.

목차 (Table of Contents)

• 차 례
• ABSTRACT
• Ⅰ. 서론
• 1. 연구목적 1
• 2. 선행 연구사 검토 3
• 3. 연구방법 6
• Ⅱ. 고전소설 교육의 위계화 요인
• 1. 학습자 요인 8
• 2. 텍스트 요인 25
• 3. 교육 요인 28
• Ⅲ. 고전소설 교육의 위계화 방안
• 1. 학습자 요인을 고려한 방안 41
• 2. 텍스트 및 교육 요인을 고려한 방안 46
• 3. 고전소설 교육모델 50
• Ⅳ. 고전소설 교육의 위계 적합성 분석
• 1. 고전소설 제재의 수록 실태 55
• 2. 위계 적합성 분석 87
• 3. 검정 교과서에 나타난 위계 적합성 및 시사점 120
• Ⅴ. 결론 126
• 참고문헌.........................................................................................................................129
• 부 록...........................................................................................................................135