현대시 교육에서의 시인론의 향방

정정순(Jung, Jung-soon) 한국어문학회 2016 語文學 Vol.0 No.132

Discussions on authors in teaching literature have been marginalized and reduced since the emphasis has been shifted from authors and texts to readers in the paradigm of teaching literature. Still, many teachers are utilizing authors’ lives in literature class, and authors’ lives for some works need to be interpreted and understood properly in teaching literature. There could be no denying that talks about authors’ lives often enrich the appreciation of the works in discussion. Then what is the work that needs discussions on the authors in teaching literature? Studying the work, of which the life of the author contributes to the theme and formation, requires knowledge about the author. Without referring to the author’s life, the meaning of the work is blurred. The work “Mirror” written by Lee Sang, released in 1933 is one of the works that authors’ lives need to be interpreted. It is broadly acknowledged that the theme of “Mirror” is about the division of subjects; the subject in the mirror is superior to the one outside the mirror. Nonetheless, when we refer to the life of Lee Sang, the theme of “Mirror” could be understood as the split of Kim HaeKyeong (the author’s original name) and Lee Sang (the author’s pen name). Lee Sang wanted to make a commitment to two families, his biological family and the uncle’s family who adopted him when he was an infant. But he went bankrupt right after his resignation from the Japanese Government General of Korea for his severe hemoptysis. The subject in the mirror means then Kim HaeKyeong, who had to face the big responsibility for supporting his families but had no capability to, therefore in sadness.

루브릭 학습전략 프로그램이 중학생 학습문제 및 학습동기와 자기효능감, 자기조절력에 미치는 효과

정정순,변상해,Jung, Jung-Soon,Byun, Sang-Hae 한국벤처창업학회 2012 벤처창업연구 Vol.7 No.1

본 연구는 루브릭 학습전략 프로그램이 중학생 학습문제 및 학습동기와 자기효능감, 자기조절력, 학습전략 사용에 효과가 있는지 검정하는 것이다. 이 연구에 활용된 실험설계는 전 후 검사 통제집단 설계로서 개발된 프로그램을 이용한 루브릭 학습전략 훈련을 독립변인으로, 학습동기와 자기효능감, 자기조절력, 학습전략을 종속변인으로 실험을 실시하였다. 연구의 대상은 서울 소재 Y 중학교 1, 2, 3학년 중에서 실험집단과 통제집단에 각각 30명씩 모두 60명의 학생이었다. 이 연구는 2009년 6월 25일부터 8월 27일까지, 10주간 매주 1회 90분씩 프로그램을 진행하였다. 본 연구의 결과는 다음과 같다. 첫째, 루브릭(rubrics) 학습전략 프로그램에 참여한 실험집단의 학습동기가 프로그램에 참여하지 않은 통제집단에 비하여 상당히 의미 있게 변화되었다. 이는 하위 변인인 수업동기, 계속동기, 외재적 동기, 내재적 동기 영역 모두에서 긍정적 변화를 보였다. 둘째, 루브릭(rubrics) 학습전략 프로그램에 참여한 실험집단의 자기효능감이 프로그램에 참여하지 않은 통제집단에 비하여 하위 변인인 과제수준선호, 자기조절 효능감 영역 모두에서 긍정적 변화를 보였으나, 자신감영역은 조금 향상되었을 뿐 유의미한 차이가 나타나지 않았다. 그러나 자기효능감 전체 점수에서 유의미한 차이가 나타났으므로 루브릭 학습전략 프로그램은 자기효능감에 긍정적인 영향을 미치는 것으로 판단된다. 셋째, 루브릭(rubrics) 학습전략 프로그램에 참여한 실험집단의 자기조절력은 프로그램에 참여하지 않은 통제 집단에 비하여 하위 변인인 자기조절양식과 의지적 억제양식 영역 모두에서 긍정적 변화를 보였다. 넷째, 루브릭(rubrics) 학습전략프로그램에 참여한 실험집단이 참여하지 않은 통제집단에 비하여 하위 변인인 시연, 정교화, 조직화, 점검 영역 모두에서 긍정적 변화를 보였으나, 계획과 조절영역은 유의미한 차이가 나타나지 않았다. 그러나 학습전략 전체 점수에서 유의미한 차이가 나타났으므로 루브릭 학습전략 프로그램은 학습전략 사용에 긍정적인 영향을 미치는 것으로 판단된다. The purpose of this research is to investigate the effects of Lubric Learning Strategy Program, to solve problems of the Middle School Students' learning, on learning motivation, self-efficacy and self-regulation. The objects of this investigation was 60 students sampled from the first, second and third year students of Y Middle school in Seoul, which was divided equally -30 students each- into experimental group and control group. The progress covered 10 weeks period, a hour and half every week on Tuesdays and Thursdays. The conclusion derived from the results and discussion is as follows: First, the learning motivation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all suborn ate variables such as class motivation, continuing motivation, intrinsic motivation, and extrinsic motivation. Second, the self-efficacy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as preference level to subjects and self-control efficacy, though did not show notable changes in confidence area. However as confidence area doesn't really matter in total score, Lubric Learning Strategy Program is considered to have good influence in self-efficacy. Third, the self-regulation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all subordinate variables such as self-control mode and inhibitory will mode. Fourth, the use on learning strategy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as rehearsal, elaboration, organization and inspection, though did not show notable changes in schedule and control area. However, as the total score of use on learning strategy has changed prominently, Lubric Learning Strategy Program is considered to have good influence in use of learning strategy.

매체 변환을 활용한 시 감상 교육 연구

정정순(Jung Jung-soon) 국어교육학회 2008 국어교육연구 Vol.43 No.-

보건소 등록 고혈압 환자에게 실시한 사례관리 프로그램의 효과

정정순(Chung, Jung-Soon),이선옥(Lee, Sun-Ock) 한국간호교육학회 2014 한국간호교육학회지 Vol.20 No.2

Purpose: The purpose of this study was to investigate the effects of case management service for hypertensive elderly patients through the customized visiting home health care program. Method: Non-equivalent control group pretest-posttest design was employed. Data were collected from April 2007 to January 2009. Among a total of fifty subjects, 25 subjects were belonged to the case management group and the others were belonged to the general management group. Results: 1) In experimental group, significant increasing rate of number of people within normal blood pressure by time, but no significant increasing rate of number of people within normal blood neutral fat, total cholesterol, HDL, & LDL. 2) In experimental group, the score of knowledge about disease and healthy life practice were increased on 8 week period but decreased on follow up period. Number of people within normal blood HDL and mean score of healthy life practice were significantly higher than control group on follow up period. Conclusion: Case management service was effective on controlling blood pressure but partly effective on blood lipid, knowledge about disease, and healthy life practice in hypertensive patients. Further study is needed to conduct a periodic re-evaluation of the effect of case management and to verify an optimal interval to provide the case management service.

디지털 미디어 환경에서의 ‘댓글시’에 대한 문학교육적 탐색

정정순 ( Jung¸ Jung-soon ) 한국문학교육학회 2021 문학교육학 Vol.- No.73

이 연구는 학습자들이 미디어 생태계 내에서 주체적인 문화적 실천 주체로 성장할 수 있도록 하는 문학교육의 내용이나 방법에 대한 연구들이 지속적으로 축적될 필요가 있다는 문제의식에서 댓글시에 주목하였다. 댓글시는 인터넷 기반 소통 환경에서 불특정 다수를 대상으로 공개된 원문(기사문)에 대한 대화적 반응으로서의 시 텍스트이다. 이 연구에서 댓글시의 문학교육적 활용가능성에 주목하는 이유는 두 가지다. 먼저 댓글이라는 글쓰기 공간이 실제적 디지털 미디어 기반의 소통 환경 속에서 기능한다는 점에 주목하였다. 즉 댓글이라는 쓰기 공간에서 시를 쓰는 것은 별도의 탈맥락적 과제로 수행되는 것이 아니라 디지털 미디어 기반의 생태적 소통 환경 속에서 1차 텍스트인 기사문을 매개로 하여 실제적 소통의 행위로 수행 가능하다. 다른 하나는 댓글시가, 기사문 텍스트에서 분기 가능한 다양한 주체의 목소리들이 다성적으로 존재할 수 있는 가능성을 보여준다는 점에 주목하였다. 댓글시는 특정 텍스트 내에 국한되어 존재하는 다양한 목소리라기보다 문학 생산과 수용에 참여하는 문학향유 주체들의 다양한 목소리들이 대화적으로 출현 가능한 문학적 실천이라는 점에서 유의미한 문학 교육 활동으로 자리매김될 수 있으리라 기대한다. This study paid attention to ‘Comment Poetry’ in response to the problem that it is necessary to accumulate studies on the contents and methods of literary education so that learners can grow as independent cultural practitioners within the media ecosystem. Comment Poetry is a poem text as a conversational response to the original text (article text) that has been opened to an unspecified majority in an internet-based communication environment. In this study, there are two reasons to pay attention to the possibility of utilizing Comment Poetry in literary education. First, I paid attention to the fact that the writing space called comments functions in a communication environment based on actual digital media. In other words, writing poetry in the writing space of comments is not performed as a separate out-of-context task, but can be performed as an act of authentic communication through the primary text, the article text, in an ecological communication environment based on digital media. The other that I paid attention to is that the Comment Poetry shows the possibility that the voices of various subjects that can diverge from the article text can exist polyphonically. Comment poetry is expected to be positioned as a meaningful literary educational activity in that it is a literary practice in which the diverse voices of the subjects of literature enjoyment participating in the production and reception of literature can appear interactively, rather than the various voices that exist only within a specific text.

초등학교 쓰기 교육에서의 동시 창작 교육의 방향

정정순(Jung Jung-soon) 한국어문교육학회 2006 어문학교육 Vol.32 No.-

  The purpose of this study is two fold: First, this study reviews and analyzes the children"s poetry writing education in elementary school. Second, based on current studies limitation, this study aims to provide the direction of children"s poetry writing education.<BR>  Children"s poetry writing in elementary school has been employed in writing education. Two themes of educational trend using children"s poetry writing appear by analyzing children"s poetry writing education. First of all, poetry writing activities have been utilized as a means to understand trope like simile and metaphor, and the convention of literature. In addition, children"s poetry writing has been considered as an expressive writing. This implies that the education of children"s poetry writing is the part of educational activities in the education of language skills. However, this study argues that children"s poetry writing should be regarded as the part of literature education emphasizing on the language of literature.<BR>  This study suggests three notions of educational design in terms of using children"s poetry writing in elementary language education. First, children come to learn how to apply literature as a way of expression through learning language of literature. Second, children get to understand the convention of literature through learning about language of literature. Finally, learning through language of literature can help the development of individual characteristics and the growth of personality.

언어영재를 위한 시 교육 프로그램 개발 연구

정정순(Jung Jung-soon) 한국어문교육학회 2008 어문학교육 Vol.37 No.-

  There have been a lot of teaching programs developed for verbal talent, but the programs actually don"t have distinctive contents compared with the previous programs for ordinary students. This study aims to develop a poetry teaching program to provide teachers who need a syllabus and contents for verbal talent.<BR>  Principles of the development of the program are as follows; First, activities should improve higher-order thinking skills of the verbal talent. Second, each activity should be proposed step by step.This study shows activities designed following three levels, understanding, research, and project. Finally, poetry teaching should combine poetry reading and poetry writing.<BR>  One of concrete activities-set which falls under the level "understanding" is developed in this paper, and the others will be developed in following papers.

사회·문화적 관점에서의 반응 중심 읽기 교육 고찰 : 문화 · 역사적 활동이론을 중심으로

정정순 ( Jung Jung Soon ) 한국독서학회 2018 독서연구 Vol.0 No.49

문학 읽기 교육은 문학 작품의 의미와 독자의 반응 중 무엇을 더 중시하는가에 따라 각각 결과 중심의 문학 읽기 교육, 반응 중심의 문학 읽기 교육으로 나누어 이해할 수 있다. 결과 중심의 문학 읽기 교육은 해당 문학 작품이 누구의 작품이고, 어떤 맥락에서 쓰였으며, 어떤 의미를 지니는지를 학습자가 알게하는 데에 초점을 둔다. 반면 반응 중심 읽기 교육은 문학 작품에 대한 독자의 주체적이고 능동적인 수용을 강조한다. 전자가 문학 작품을 매개로 특정 앎에 도달하게 하는 것을 중시한다면, 후자는 독자가 어떤 읽기 동기를 지니고 어떻게 읽기 활동에 참여하는가, 해당 작품이 독자에게 어떤 의미를 불러일으키는가 하는 것을 중시한다. 반응 중심 읽기 교육의 실천태를 구체적으로 모색하기 위해 이 연구에서는 문화·역사적 활동이론을 활용하여 실제 교실 수업에서 실현한 반응 중심 읽기 활동을 분석하였다. 문화·역사적 활동이론은 인간의 유목적적인 활동을, 그 활동의 목표와 활동에 참여하는 주체 및 활용하는 도구 그리고 활동을 둘러싼 문화적 맥락 등을 중심으로 하여 체계적으로 분석하고자 하는 이론적 틀이다. 이러한 이론적 틀을 통해 반응 중심 읽기 활동을 분석한 결과 매개의 설정 및 공동체 내에서의 주체의 읽기 위치 설정이 중요하다는 점을 확인할 수 있었다. 그러므로 반응 중심의 읽기 활동의 설계를 위해서는 학습자들의 사회·문화적 맥락과 긴밀하게 관계된 문학 텍스트 선정이 무엇보다 중요하다. 동시에 교실 맥락에서 결과 중심의 읽기 활동이 아닌 반응 중심의 읽기 활동이 이루어질 수 있도록 교수자 및 학습자의 독자 위치 조정 및 설정이 중요하다고 할 수 있다. Reading literature pedagogies can be featured by two differing orientations; reading-as-outcome pedagogies and reading-as-response pedagogies depending. Reading-as-outcome pedagogies focus on letting learners know who wrote literary works, in what context, and what they mean. On the other hand, reading-as-response pedagogies emphasize the subjective and active appreciation of readers about literary works. The latter emphasizes how readers are motivated to read, how they participate in reading activities, and what meaning they evoke while reading. In this study, I analyzed the response - centered reading activities in real classrooms using cultural historical activity theory. The theory is a theoretical framework for analyzing the activities of the human being, focusing on the objectives of the activities, the subjects participating in the activities, the tools used, and the cultural context surrounding the activities. Through this theoretical framework, it was confirmed that the setting of the mediation and the setting of the reading position of the subjects in the community are critical in developing activities. In designing such response - centered literary classes, it is important to select proper literature texts that act as mediators of learner's socio-cultural literacy practice. At the same time, it is important to adjust and set the reader's position of the instructor and the learner so that the response centered reading activity can be achieved in the classroom context.

방언 교육과 시 교육 내용 연계 방향 연구

정정순(Jung, Jung-soon),신승용(Shin, Seung-yong) 우리말글학회 2014 우리말 글 Vol.61 No.-

방언과 관련된 교육은 대체로 국어교육의 내용 영역 중 문법 영역에 해당하는 것으로 간주된다. 방언 교육의 목표는 학생들로 하여금 방언이 고유의 의미와 가치를 가진 우리의 소중한 문화적 자산임을 인식할 수 있도록 하는 데 있다. 따라서 방언과 관련된 교육은 지식 차원보다는 태도적 차원으로 접근하는 것이 바람직하다. 하지만 현재의 방언과 관련된 교육은 제대로 이루어지지 않거나, 이루어지더라도 단순히 지식 차원에서 접근하는 경향이 강하다. 이러한 문제의식 하에서 본 연구는 방언 교육과 시교육을 상호 연계하는 방향을 모색해 보았다. 시에서 쓰인 방언은 시세계를 구축하는 데 있어 대체 불가능한 시어로 선택된 것이다. 표준어와 방언이라는 이항대립은 시라는 장르 안에서는 존재하지 않는다. 이는 방언이 표준어에 대한 타자로서의 기표로 존재하는 것이 아니라 표준어와 동등하게 시에서 그 역할과 의미를 인정할 수 있게 한다. 이러한 방식의 접근은 자연스럽게 방언의 언어적 가치를 다양한 측면에서 생각해 볼 수 있도록 유도할 수 있으며, 표준어에 비해 열등한 언어로서의 방언이 아닌, 고유한 의미와 가치를 지닌 언어로서의 방언에 대한 효과적인 내면화를 가능하게 할 것이다. A teaching dialect has been generally defined as a domain of teaching grammar. A goal of teaching dialect is to make students to know the fact that dialects are our precious cultural-property which has inherent meaning and worth itself. So, it is more desirable that teaching dialect is approached in not knowledge level but attitude level. But, at present, teaching dialect isn"t educated properly in spot of education. Even in the case that teaching dialect is performed, in many case it is just performed at knowledge level. Under this critical mind, we searched a direction and method that teaching dialect is connected with teaching poetry. As constructing poem world, dialects used in poetry is selected as poetic words that cannot be substituted in others. There isn"t binary opposition as standard language and dialect in poetic genre. Dialect isn"t a signifier as the other than standard language, dialects in poetry is able to be recognized with standard language equally in aspect of mean and role. This approach makes student think the value of dialect in various aspect. And that enables students to internalize dialects as standard language equally, as a language having inherent mean and worth itself, not as inferior language to standard language.

맥락 중심의 시 창작 교육 -비유적 발상을 중심으로

정정순 ( Jung Soon Jung ) 한국문학교육학회 2009 문학교육학 Vol.30 No.-

When students are supposed to write a poem in a literature class, they need to think about the context; why they write(purpose), who will be the readers(implied reader), and what they want to say about(topic or subject). I focused on the purpose of writing a poem; self expression. Students should be encouraged to express their own experiences and feelings. They should be encouraged to write them in the form and shape of poem as well. That`s why I use students` picturing for figurative conception, which will be main images and metaphors in the poem the students will write from the pictures. Based on some cases to which I applied students` picturing for figurative conception, it can be said that the most important thing in poetry writing education is that students` own authentic experiences should be topic. Furthermore, students must not be censored by any kind of evaluation pressure while writing. They will learn principles of metaphor inductively while picturing and writing their own feelings from experiences.