상상력 기반 초등 5~6학년 무용 창작 프로그램 개발

최상철 ( Sang-cheul Choe ) 한국무용예술학회 2013 무용예술학연구 Vol.44 No.5

Under the social situation of widespread sense of crisis for public education, recently, new government emphasizes innovation to the ‘happy education’ as a part to overcome such crisis of education essentially. Such innovation should start from educational practice of encouraging children’s childishness so that they would be able to look at the world in a new viewpoint and exhibit their ‘innocent curiosity’ and ‘free and abundant imagination’ fully. The imaginative education itself is an ideal educational practice that can protect children’s lost ‘childishness’ and ‘innocent curiosity’. It will also be one of the shortcuts to recover the intrinsic value of lost public education and to enhance the competitiveness of public education. In this context, it is necessary to pay attention to the ‘13 thinking tools’ that are recently suggested by Root-Bernstein & Root-Bernstein(1999) while advocating the need for education based on creative imagination. The 13 thinking tools beingsuggested by Bernstein are thinking skills that have been commonly used by the persons showing creativity in a variety of fields until they obtain creative products. And Bernstein defined them as ‘the 13 tools for learning imagination-leading to creation’. The researcher thinks it is worthwhile to consider application of these 13 thinking tools as the teaching-learning principle in the imagination education. In fact, discussions about the educational effectiveness of these tools have been mentioned in many research findings recently. According to these previous studies, as the result of applying these 13 thinking tools to general creativity, gifted inventor, gardening, convergence education of arts and science, robot education and dance education programs, it has been proven that these programs contribute to improving imagination, creativity and flexibility, etc. as the sub-elements of creativity. Results of this study become practical base for proving the effectiveness and justification of applying the 13 thinking tools to educational sites. Therefore, the purpose of this study is to develop and suggest ‘an imagination-based creative dance program for elementary school 5th-6th graders’ by using the 13 thinking tools so that lost imagination would be evoked in the public education and children would be able to stretch their imagination fully. In order to achieve the key objective of this study, first of all, in this paper, the researcher intends to prepare theoretical foundation for the meaning and role of imagination in elementary creative dance education on the subject of imagination and children, and creative dance class as ‘an artistic creation’ play. On the basis of such foundation, the researcher introduces procedures and contents related to development of a program and suggests an imagination-based creative dance program for elementary school students. This study would be meaningful in suggesting one extensive method for elementary school creative dance education.

문학교육의 ‘교육적 상상력’

최지현(Cboi Ji-Hyun) 국어국문학회 2007 국어국문학 Vol.- No.147

'Imagination' is one of the most important term as the aim and content of literary education in Korean language education. But in generally its conceptual property and practical significance has been dealt with a matter some carelessly. So to speak. imagination is confirmed its reality with evading to refer to. The main approach. as a etymological. genetical. or taxonomical approach. can make an explanation on imagination. The usefulness of the explanation from each approach on literary education is to show us the value in being of imagination and the developmental process of its power. and furthermore to qualify 'the practicable and safe' boundary of imagination. Those approaches try to take the explanatory object of imagination. what is called 'literary imagination' or 'aesthetical imagination'. But in spite of these approaches. the imagination in literary education still remains to be unexplained. The imagination that teachers have assumed as something educative is defined in that way not by its inherent value but by the fact that it is taught. Moreover the imagination corresponding to the imaginary world of a literary work and the educative imagination are not connected intentionally but tuned with the stream of the times. In this study. I examined the three way of teaching imagination. that is. 'transmission'. 'guidance'. and 'influence'. But any of these methods could not teach 'the educative imagination'. According to my investigation. imagination in literary education would co-evolve between teacher and learner. I called this process' co-evolution of imagination'. In co-evolution of imagination learner's imaginary experience is connected with teacher's imaginary experience not his instruction. In co-evolution of imagination not only learner but also teacher. as the subject of literary experience. become to vary and grow. I suggested four consideration to obtain the educative value of imagination in co-evolutionary experiences as follows; The first. make the environment of learning to imagine the unimaginable. The second. admit the various bypasses of imagination without presupposing the logical consequence of it. The third. permit the so-called 'bad imagination' above the obvious. And the fourth. own the imaginary experiences jointly between teacher and learner. Because it is necessary for a literary teacher to grow his own imaginary experience as a learner.

유아를 위한 상상력 교육의 접근: 후기구조주의적 관점

유혜령 한국영유아교원교육학회 2017 유아교육학논집 Vol.21 No.1

Recently increased attention has been given to imagination education. This might be a natural consequence of the past structuralist perspectives on education, which was overly reason- and rationality-centered, and logocentric presuppositions. Imagination education is an attempt to let free human potential from the rigid, oppressive mood of education. This study attempts to investigate the ideas of alternative approaches to imagination education for early childhood. First, epochal demand for imagination education, concepts of imagination, and significance of imagination education are theoretically reviewed. Second, directions for imagination education are investigated according to poststructuralist perspectives: critique of the hierarchical conception of imagination-related notions for early childhood; emphasis on ‘event’ as unique nature of imagination education; and importance of contextuality and relationality in educational settings; and lastly, empirical principle of afterwardedness in meaning-construction in human cognition. Practical suggestions for imagination education are made, such as appreciating the concreteness as well as mind-incarnated natures of child’s body, cultivating the child’s personal voice and narratives as honest and genuine individuality, encouraging the creative ambiguity of images․signs․metaphors for child’s learning, and creating an admissive pedagogical atmosphere. 최근 증가하고 있는 상상력 교육에 관한 논의는 과거 경직된 구조주의적 패러다임의 지성중심적ㆍ논리중심적 교육 풍토로부터 인간의 가능성을 자유롭게 하고자 하는 의도에서 비롯된 것이다. 이에 따라 이 연구에서는 구조주의적 교육의 한계를 극복하고자 하는 탈(후기)구조주의적 관점에서 유아를 위한 상상력 교육의 접근 방안을 모색하였다. 우선 상상력 교육을 위한 시대 정신의 배경과 상상력 개념 및 상상력 교육의 의의를 고찰한 후, 후기구조주의적 상상력 교육의 접근 방향 및 구체적인 실천 방안을 제안하였다. 유아기 상상력의 접근 방향으로, 인위적인 개념적 위계로부터 해방될 것과, 상상력 교육의 ‘사건’적 성격과 맥락적 관계성, 그리고 경험적 의미구성에 대한 사후성의 논리를 주장하였다. 구체적인 실천 방안으로는 몸의 구체성을 통한 교육, 목소리와 내러티브의 중시, 이미지․상징․은유의 창조적 모호함과, 분위기 및 취향의 중요성을 제안하였다.

미래교육으로서의 물질적 상상력과 미술교육 미술교육에서 물질과 시각성의 재개념화: 바슐라르의 이론을 중심으로

류지영(Jiyeong RYU) 한국조형교육학회 2021 造形敎育 Vol.- No.79

본 연구는 팬데믹 이후 온라인 수업이 일상화된 오늘날, 기존의 미술교육에서 불가결했던 재료와 매체 등 물질에 의한 미술의 물질성과 상상력에 대해 변화된 학교 미술교육의 관점에서 재검토하며 포스트 코로나 시대에 따른 미술교육의 방향성을 탐색하고자 한다. 미술교육을 통한 교육의 중요한 의의 가운데 예술적 능력, 예술적 상상력에 대한 탐색이 필요하며, 그 과정 에서 창의성과 물질적 상상력의 기초로서 물질의 개념과 이론에 대한 접근이 필수적이다. 물질에 대한 인식, 물질로 이루어 지는 미술교육의 문제, 온라인시대에 물질로서 물리적인 재료와 매체의 인식과 의의, 과제 등 기존의 접근에 대한 재검토와 고찰, 이에 의해 물질성으로서 미술교육의 재개념화가 요청되는 것이다. 이를 구체화하기 위하여 본 연구에서는 물질을 기초로 하여 가능한 상상력인 물질적 상상력을 미술교육의 중요한 의미로 두고 바슐라르의 상상력 이론을 중심으로 고찰하고자 한다. 이를 위해 우선 본 연구에서는 가스통 바슐라르의 물질과 상상력의 개념을 파악하고, 상상력과 이미지의 관계를 중심 으로, 미술교육의 근간을 이루는 창의성의 중요한 동력으로서 물질적 상상력에 대해 고찰한다. 이를 기초로 하여 미술교육에 서의 물질적 상상력, 시각성과 미래교육에 대한 방향성을 탐색한다. The purpose of this study is to examine the materiality and imagination of art and to re-examine the direction of art education in post-corona era. Among the important significance of education through art education is the search for artistic ability and artistic imagination, and in the process, access to the concepts and theories of matter as the basis of creativity and material imagination is essential. It is requested to reconsider and consider existing approaches such as material recognition, art education problems made of materials, recognition, significance, and tasks of physical materials and media as materials in the online era, and re-conceptualization of art education. In order to materialize this study, the material imagination, which is a possible imagination based on materials, is an important significance of art education and focuses on Bachelard s theory of imagination. To this end, this study first identifies the concept of material and imagination of Gaston Bachelard, and examines material imagination as an important driver for creativity that forms the basis of art education, focusing on the relationship between imagination and image.Based on this, I explore material imagination, creativity and the direction of future education in art education.

유아교육에서 본 상상력에 대한 교육적 탐색: 발달적 관점을 넘어서

오채선 한국영유아교원교육학회 2016 유아교육학논집 Vol.20 No.5

The purpose of this study was to investigate literature related to philosophy, the education, and early childhood education and to search for the educational meaning of imagination from early childhood education. For this purpose, data were collected from master and doctoral theses, articles, and books. As for the results, the discussion topics of imagination in early childhood area consisted of the meaning of imagination from early childhood, the possibility of imagination education and the practice of imagination education, and the teacher’s imagination in early childhood education. In the first topic, I examined the concept of imagination in the early childhood and other academic areas and investigated the new concept of imagination in early childhood education. In the second topic, I examined the possibility and the practice of imagination education. In the third topic, I examined the concept and role of imagination and investigated the relevance of educational direction in early childhood education. In the fourth topic, I discussed the contents considering the curriculum when teachers practice the imagination education in early childhood education. 본 연구의 목적은 상상력과 관련된 철학 및 교육학, 유아교육 분야의 문헌을 고찰함으로써, 유아교육 분야에서 상상력이 갖는 교육적 의미를 탐색하는 것이다. 이를 위하여 상상력을 연구 주제로 삼은 철학, 교육학, 유아교육 분야의 석․박사 학위논문, 학회지, 저서 등의 문헌을 중점적으로 수집하였다. 그 결과 유아교육 분야에서 상상력에 관해 논의가 필요한 내용을 상상력 개념의 유아교육적 의미, 상상력의 교육가능성과 유아교육 실천, 유아교사의 상상력이라는 3가지 주제로 설정하고 논의하였다. 첫째, 상상력 개념의 유아교육적 의미 주제와 관련해서, 상상력의 개념이 타 학문 영역과 유아교육 분야에서 어떻게 이해되어 왔는지를 검토하고, 유아교육 분야에서 새롭게 조명해볼 수 있는 상상력의 개념을 탐색하였다. 둘째, 상상력의 교육가능성과 유아교육 실천과 관련해서, 상상력의 교육 가능성 논제를 검토하고, 유아교육 분야의 상상력 교육 실천과 대안을 탐색하였다. 셋째, 유아교사의 상상력과 관련해서, 유아교사 상상력의 개념과 역할 등을 검토하고, 유아교육의 방향과의 관련성을 탐색하였다. 연구 결과를 기초로, 유아교육에서 상상력 가치에 초점을 맞추어 교육하고자 할 때, 교육과정에서 고려해야 할 측면이 무엇인지를 논의하였다.

시적 상상력을 통한 시 창작 교육 연구

김영관(Kim, Yeong-gwan) 우리말교육현장학회 2011 우리말교육현장연구 Vol.5 No.1

문학 교육에서 창작 교육의 중요성은 날로 증대되고 있지만, 교실 수업에서 창작 교육이 제대로 이뤄지지 않고 있는 실태를 지적하고, 그 이유로 감상 위주의 교수-학습 형태와 창작을 개인의 천부적인 소질로 취급하여 교육의 대상에서 빼 버려도 무방하다는 분위기를 지적하였다. 또한 그 동안의 연구 성과가 ‘시 교육론’이나 ‘시 창작론’에 치우쳐 있어 ‘시 창작 교육론’에 대한 연구 성과가 미비함을 지적하였다. 본고는 이러한 문제의식에서 출발하였으며, 전문 시인의 입장이 아닌, 시 쓰기 과정에 참여하는 학습자, 즉 창작 주체의 입장에서 상상력을 통한 시 창작을 논의하였다. 관찰과 체험을 통한 시적 상상력에서는 세상에 대한 세밀한 관찰과 체험을 통해 남들이 보지 못하는 것을 볼 수 있고, 남들이 들을 수 없는 것을 들을 수 있는 ‘개성적 안목’을 기를 것을 요구했다. 이것은 시적 상상력을 확장하기 위한 출발이며, 창작뿐만 아니라 다른 시를 감상할 때도 중요한 요인으로 작용한다는 것을 지적하였다. 명상과 체험을 통한 시적 상상력에서는 시 창작에 앞서 정제된 시상(詩想)을 이끌어 내는 데 있어 명상의 중요성을 말하고, 연상을 통해 상상력을 확장하고 극대화하는 방법을 논의하였다. 교사는 창작 주체로 하여금 명상과 연상을 통하여 상상력의 이미지를 자유롭게 기록하게 한 후, 시가 될 수 있는 것과 시가 될 수 없을 것을 해석해 주어야 한다. 기억과 재생을 통한 시적 상상력에서는 과거의 경험을 어떻게 현재에 재생하는지, 재생하는 과정에서 상상력의 확장이 어떻게 작용하는지를 살펴보았다. 과거와 현재의 시간적 간극은 상상력을 더욱 자극시킬 수 있으며, 그것은 현재의 상황에 맞게 재해석 되고 굴절될 수 있다. 기억이 갖고 있는 다양한 서사적인 요소를 창작 주체가 추출할 수 있도록 도와주고 그것에 상상력과 여러 가지 시적인 요소가 어떻게 가미되는지 도와줄 필요가 있다. 필자의 의도와 고민은 시를 잘 쓰는 창작 주체를 양성하는 데 있지는 않다. 교사는 큰 고민이나 어려움 없이 시 창작을 교수-학습할 수 있고, 학습자는 시 창작이 특별한 것이 아닌 장르를 달리하는 단순한 글쓰기로 생각하기를 바라는 데 있다. 그래서 감상 위주의 문학 수업이 창작과 감상이 적절하게 균형을 맞추는 역동적인 수업이 되길 바란다. The introduction pointed out that writing education had not been provided properly in classroom lessons even though the importance of writing education had increased in literary education every day and that the situation was derived from the atmosphere that considered appreciation-oriented teaching and learning and writing as parts of individuals’ innate talents and assumed it would create no problem to leave those areas behind in the field of education. It also pointed out that there had been poor research findings on “theories of education on poetry writing” as research efforts had been inclined toward “theories of poetry education” and “theories of poetry writing.” Taking a start in those issues, the study discussed poetry writing through imagination in the shoes of a learner in a poetry writing process or a subject of creation rather than a professional poet. Poetic imagination through observation and experience asked the students to develop “distinctive eyes” to see what others cannot see and hear what others cannot hear through the detailed observations and experiences of the world. It is a starting point in the expansion of poetic imagination and serves as an important factor in poetry appreciation as well as in poetry writing. Poetic imagination through meditation and association addressed the importance of meditation, which pulls purified poetical ideas out of an individual before poetry writing and discussed how to expand and maximize imagination through association. The teacher needs to let the subjects of creation write down the images of their imaginations freely through meditation and association and interpret them to tell which of them can be poetry and which of them cannot be poetry. Poetic imagination through memory and reproduction examined how past experiences could be reproduced in the present and what kind of role the expansion of imagination would play in the reproduction process. The time gap between the past and present may stimulate imagination further and be reinterpreted and refracted according to the current situation. The teacher needs to help the subjects of creation extract a variety of narrative elements contained in memory and add imagination and various poetic elements to them. The investigator did not intend to produce the subjects of creation that are good at poetry writing through those purports and contemplations and wanted to help the teachers teach poetry writing with no particular worries or difficulties and the students regard poetry writing as a different genre of writing rather than something special, hoping appreciation-based literary classes will be dynamic with proper balance between creation and appreciation.

교양교육 영역에서 시를 활용한 상상력 교육의 방법

염철(Youm, Chul) 다빈치미래교양연구소 2015 교양학연구 Vol.0 No.2

This articleʹs premise is that needs the education of imagination for achieve the goal of liberal education. Based on this, organize the type of imagination, try to find a method that using the poem for enhance each of the imagination. First, organized into four types of imagination, based on the Steinerʹs theory of human being. They are sensory imagination, cognitive imagination, emotional imagination, ethical imagination. And then established an educational goal of the sensory imagination that extension of the perception, and an educational goal of the cognitive imagination that improving the ability to reconstruct the information creatively, and an educational goal of the emotional imagination that to develop empathy and the expansion of the communication skills, and an educational goal of the ethical imagination that extension of the reflective and critical thinking skills. Based on such a classification, suggests how to use components of the poem to the development of each type of imagination. The details, develop the sensory imagination by using imagery, and develop the cognitive imagination by using metaphor, and develop the emotional imagination by using poetic emotion, and develop the ethical imagination by using subject.

바슐라르의 상상력과 유아의 상상력 교육 : 데이비드 위즈너의 그림책을 중심으로

정유정(Jung Yoojung) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.24

목적 본 연구에서는 바슐라르(Bachelard)의 상상력 이론을 가지고 데이비드 위즈너(David Wiesner)의 그림책을 연구하고 분석하여 그의 작품에 나타나는 다양한 상상들의 양상을 살펴보고, 더 나아가서 이러한 상상들의 교육적 가치, 즉 유아들이 간접 체험한 이 상상이 그들의 상상력 향상에 어떻게 영향을 줄 수 있는지를 탐색해 보고자 한다. 방법 이를 위하여 데이비드 위즈너의 글 없는 그림책 4권(이상한 화요일, 구름공항, 자유낙하, 1999년 6월 29일)을 바슐라르의 상상력 이론을 가지고 분석하였다. 바슐라르의 상상력은 새로운 이미지를 형성하고 그것의 변화 방향성을 제시하는 힘으로, 이미지를 결합하고 변형해서 결국에는 창조적인 이미지를 만드는 것이다. 이 상상력은 형태적 상상력, 물질적 상상력, 역동적 상상력으로 분류된다. 결과 유아들을 상상력이 풍부하며 창의적인 인재로 키우기 위해서는 그림책과 같은 문학작품을 접하게 해주는 것이 중요하다. 특히 글 없는 그림책을 접할 수 있는 기회를 주는 것은 유아의 무한한 상상력을 이끌어 주는 좋은 방법 중 하나이다. 데이비드 위즈너의 글 없는 그림책을 분석해 보면 그림책 속의 기존 이미지들은 새로운 이미지로 변형되어 창조적인 이미지로 변화되는 것을 발견 할 수 있다. 이를 통하여 유아들은 유아교육현장에서 자신의 무한한 상상력을 발휘하여 다양한 놀이로 확장되고 이는 결국 이들이 성장하고 발달하는데 중요한 원동력이 될 수 있다는 것이다. 결론 본 연구는 이 이론을 유아교육현장에서 유아에게 적용하여 그들이 어린 시기부터 자연스럽게 상상하는 힘을 기르는 과정에 도움을 줄 수 있을 것이다. 상상력 교육은 이론을 바탕으로 유아기에서부터 현실적이고 실천적인 방법을 통해 이루어져야 한다. 이런 모든 상황과 교육을 체험하면서 생기는 잠재력을 바탕으로 유아들은 비로소 창조적으로 상상하는 능력을 기를 수 있을 것이다. Objectives The purpose of this study is to explore the meaning of imagination of his works and the educational value that can be usefully applied in the field of early childhood education by studying and analyzing D. Wiesner’s picture books with Bachelard’s imagination theory. Methods For this purpose, this study studied D. Wiesner’s four writingless picture books (Tuesday, Sector 7, Free Fall, June 29, 1999) with Bachelard’s theory of imagination. Bachelard’s imagination is the power to form new images and to present their direction of change, combining and transforming images to eventually create creative images. This imagination is classified into morphological imagination, material imagination, and dynamic imagination. Results It is important to have children experience literary works such as picture books in order to develop them as imaginative and creative talents. In particular, giving an opportunity to get to know a picture book without writing is one of the good ways to lead an infinite imagination of an infant. When analyzing David Wiesner’s writingless picture books, it can be found that the existing images in the picture books are transformed into new images and transformed into creative images. Through this, children can expand to various plays by demonstrating their infinite imagination in the field of early childhood education, which can eventually be an important driving force for their growth and development. Conclusions This study will be able to apply this theory to young children in the field of early childhood education and help them develop their natural imagination from their early childhood. Imagination education should be done through realistic and practical methods from infancy based on theory. Based on the potential of experiencing all these situations and education, infants will be able to develop their ability to imagine creatively.

초등미술 활동에서의 상상 표현 분석: 상상의 3차원 구조를 중심으로

이시은 한국초등미술교육학회 2023 미술교육연구논총 Vol.73 No.-

The purpose of this study was to explore the contents and characteristics of elementary school students’ imagination and to suggest contents and methods of imagination education in elementary art activities based on the three-dimensional structure of ‘resource’, ‘manipulation’, and ‘consequence.’ The purpose was differentiated into three research questions about imagination expression in elementary art activities. First, how are the contents of imagination expression in elementary art activities in terms of the resource dimension including perception, context, emotion, and meaning of the prior episodes? Second, how are the contents of imagination expression in elementary art activities in terms of the manipulation dimension including disassociation, transformation, extension, and combination? Third, how are the contents of imagination expression in elementary art activities in terms of the consequence dimension including integrity, consistency, novelty, specificity, and feasibility? This study collected a total of 84 data and analyzed by content analysis underlying three-dimensional structure of imagination. The result of the study proved that the contents of imagination expression in elementary art activities had the three-dimensional structure of imagination. In addition, it was revealed how components of each dimension. These serve structured information in term of the characteristics of elementary school students’ imagination and imagination education in elementary art education. This study discussed the characteristics of elementary school students’ imagination and contents and methods of imagination education based on the structure of imagination. 이 연구는 상상의 3차원 구조에 기반하여 초등미술 활동에서의 상상 표현을 분석한 것이다. 연구 목적은 미술 활동에서의 초등학생 상상 특성을 밝히고, 상상 교육내용 및 방법을 제안하는 데 있다. 연구 문제는 자원, 조작, 결과 차원으로 구성된상상의 3차원 구조에 기반하여 다음 3가지로 설정하였다. 첫째, 자원 차원의 하위요소인 지각체, 맥락, 정서, 의미가 초등미술 활동의 상상 표현에서 어떻게 드러나는지, 둘째, 조작 차원의 하위요소인 분해, 변형, 확장, 조합이 초등미술 활동의 상상표현에서 어떻게 드러나는지, 셋째, 결과 차원의 하위요소인 통합성, 일관성, 신기성, 구체성 및 실현가능성이 초등미술 활동의 상상 표현에서 어떻게 드러나는지이다. 연구 자료는 초등학생 84명에게 수집한 상상화 작품 및 질문지이고, 자료 분석은 상상의 3차원 구조를 근거로 내용분석 하였다. 연구 결과 미술 활동을 통한 초등학생의 상상 표현에서 상상의 3차원 구조를 확인할 수 있었고, 각 차원에 포함된 하위요소가 어떻게 작동하는지 알 수 있었다. 이 결과는 미술 활동에서의 초등학생 상상 특성을 이해할 수 있는 구조화된 정보를 제공하였고, 초등미술 교육에서의 상상교육에 반영해야 할 조건에 시사점을 제공하였다. 이 연구는 초등미술 활동의 상상표현에 나타난 초등학생 상상 특성에 대한 이해를 돕고, 초등미술 활동에서의 상상교육 내용 및 방법을 논의한 데 의의가 있다.

텍스트 감상에서 인지도구를 활용한 상상력 교육 방안 연구

김정은 한국초등국어교육학회 2023 한국초등국어교육 Vol.76 No.-

The purpose of this study is to propose an educational method to promote the imagination of elementary school learners with limitations in life experience. To this end, first, based on Vygotsky's imagination theory, the relationship between imagination and experience, imagination and emotion as a process of thinking was discussed, and the way learners' imagination was handled in literature classes centering on Korean language textbooks was examined. Imagination is based on experience, and emotion triggers imagination. Since elementary school learners' experiences are very limited, it is necessary to provide imagination education that can compensate for the limitations of experiences by creating a context other than the experience. However, the current literature education is mainly limited to the method of relying on the text itself or direct or indirect experiences related to the text. In order to find educational methods to prepare various resources that can be mobilized other than experience and to create an environment that can trigger imagination, this paper examines imagination as a psychological act that encompasses cognitive and affective domains, and experiences necessary for imagination. It was discussed that the knowledge that compensates for the lack of resources is not enough to feel and imagine the work, that emotions work as an opportunity to trigger the thinking process of imagination, and that the reader's imagination is a psychological motive for operating. Next, as an educational method to support the above problems in text appreciation, the use of Egan's recognition tool was proposed. In literature education, Egan's cognitive tool can be used not only as a search for various knowledge to supplement learners' limited experience, but also as a strategy and activity that arouses learners' emotions in the process of appreciating texts. should be usable for The application of cognitive tools in literature education can be set in the dimensions of 'promoting imagination through the expansion of experience and knowledge' and 'promoting imagination through the connection between text and emotion'. In the first category, ‘opposite pairs,’ ‘extreme experience and limits of reality,’ and ‘collection’ were proposed, and in the second category, ‘sense of wonder’, ‘identification with the hero’, and ‘play’ were suggested.