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고광수 한국문학교육학회 2005 문학교육학 Vol.16 No.-
We have regarded a skill of linguistic act and a knowledge as main elements in Korean language education. But in the standpoint that we must foster a person who can understand the world around himself through education, it is necessary that we have to emphasize educational experience. In this paper I researched theories in connection with experience in order that I might found a viewpoint of appreciation of literature as an educational experience. So I inquired into the conception and the quality of experience in the philosophy, especially in British Empiricism and Dewy's ideas. In addition I made an research into the experience of language because a literary text is a structure of language. Then I reached a conclusion that in the experience of literature the qualities are six such as the following ; ⓐ The experience of literature is the psychological process. ⓑ A reader can achieve universality by intersubjectivity through the experience of literature. ⓒ The experience of literature can be made by the fusion of recognition and emotion. ⓓ The experience of literature is fulfilled by being connected with real life. ⓔ The experience of literature can reduce reader's burden of direct experience in his real life. ⓕ A reader can achieve totality of life over the real context through the experience of literature. At the end I propose that meaning and emotion of text must be important elements of the experience of literature. With a result of this paper, I will research the content and the teaching-learning method of the experience of literature.
고전문학 교육의 한 방향 : 강호가사의 교육적 의미 The Educational Value of Kangho-gasa
고광수 한국문학교육학회 2002 문학교육학 Vol.10 No.-
This paper discusses about present value of classical literature education. classical literature education hold the general object a learner can achieve his humanity through learning and internalizing literary principles- in common with literature education. But now classical literature education seems to be far from this object. I think that there are three ways how we can achieve present value of classical literature education. First is an art viewpoint which focuses on vale, emotion, aesthetic quality in literary texts, second is a cultural viewpoint which focuses on cultural context in which art elements are constitute, third is an expressional viewpoint which focuses on expressional qualities in texts. These three viewpoints are organic. I try to prove this organic unity by illustrating author's recognition and expression of Kangho-fasa in this paper. There are two types of narrative statement of Kangho-fasa, a dialogic style and a monologic style. The author of Myunangjungga recognizes the principle which administers the world of mortals and that which administers the natural world are same. And this principle is systematic and harmonic. Therefore he has no complication in his mind and expresses his peaceful mind by monologic style. On the other hand, he author of sungsanbyulgok recognizes that the natural world is systematic and harmonic but the world of mortals is irrational. So he has complication in his mind and expresses it by dialogic style. As a result of this text analysis, we know that the content and the form of a text is intimately associated. I anticipate many papers which can enrich classical literature education to analysis content and expression synthetically will be made.