학습자 중심의 통섭문학교육

다국어 초록 (Multilingual Abstract)

The complexity of modern society emphasizes the necessity of consilience with respect to the resolution of problems that are being faced. Under these circumstances, we should place educational priority to foster a consilience-capable individual with an integrated competency who could seek a solution that modern society facing, and could lead our next society.
Especially a literature, among the realm of Korean language education, is across curricular when considering its scope and theme of subject, and has the consilience-enabled wealth of informativeness. The “Learner Centered Consilience Literature Education”, being developed in this discussion, means teaching literature by consilience. In this context, a learner applies point of learning, which was selected according to learner’s own interest, to analysis of literary works, then by the result of critico-writing, namely dissolution writing, ‘learner centered’ is eventually materialized. After this procedure, a learner experiences various consilience of learning as sharing results with peers, and could exercise acceptance of works within extended contexts and critical abilities. Furthermore, the consilience literature education has educational utilities by extending new prospect of thoughts through various combinations of thinking based on literary works, and by achieving integrated teaching-learning within Korean language.
This consilience literature education has the limitation on requiring in-depth discussion in realization at field, but the significance is that this research includes an educational introspection in respect of consilience of future society and literature education.

목차 (Table of Contents)

• Ⅰ. 머리말 = 1
• 1. 연구의 목적 및 필요성 = 1
• 2. 선행 연구 고찰 = 4
• Ⅱ. 통섭과 학습자 중심의 문학교육 = 6
• 1. 통섭과 문학교육 = 6
• 가. 통합과 통섭 = 6
• 나. 통섭과 문학교육 = 12
• 2. 학습자 중심의 통섭 = 17
• Ⅲ. 통섭문학교육의 방법 = 21
• 1. 통섭문학교육의 과정 = 21
• 가. 작품의 선정과 일반론의 교수？학습 = 23
• 나. 해체적 글쓰기 = 27
• 다. 학습자 간 결과물의 공유 = 31
• 2. 통섭문학교육의 교수？학습 방법 = 33
• 가. 반응 중심 교수？학습 방법 = 34
• 나. 통합지도 교수？학습 방법 = 36
• 다. 작품 중심의 거미줄형 교수？학습 방법 = 40
• 3. 「소나기」의 통섭적 분석 = 42
• 가. 문학과 상징 = 44
• 나. 사회문화학 = 48
• 다. 색채심리학 = 50
• 라. 심리학 = 52
• 마. 생사학 = 55
• 바. 동물행동학 = 58
• Ⅳ. 통섭문학교육의 효용과 한계 = 63
• 1. 통섭문학교육의 효용 = 63
• 2. 통섭문학교육의 한계 = 66
• Ⅴ. 맺음말 = 67
• ■ 참고문헌 = 69
• ■ ABSTRACT = 73