기획 주제 : 문학과 독서의 상생적 조망 ; 읽기?독서교육과 문학교육의 교과론 = Subject Theory of Reading Education and Literary Education

다국어 초록 (Multilingual Abstract)

I tried to distinguish the concept of reading comprehension education, reading books education, and literary education and to settle them into the framework of subject ``Korean`` in this paper. Reading comprehension education and reading books education have been dealt with ``reading education`` simply in public eduction. However, they are different from each other by the purpose and nature, and must be taught separately in school education. Reading comprehension education, in the narrow sense of reading education, try teaching knowledges, skills, and strategies of reading. And students could reach the target level by primary or early middle school stage. Reading books education is a cross-subjects education that could be pursued after gaining the basic reading literacy. Students could read books more deeply and widely within theme, structure, and style as growing older. Literary education includes both of the oral literature and literal literature, so students have to enjoy literature before starting reading education and to read more artistic and scholastic works as growing older. School education of South Korea takes an ambiguous perspective on the relationship between reading comprehension education, reading books education, and literary education. It is desirable that integrate reading education and literary education by primary school stage, because reading literary texts is essential to develop reading skills. However, they have to separate after middle school stage to reading books education as general education and literary education as an art and study on literature. To do this, the curriculum standard and textbooks of subject ``Highschool Reading`` have to change dramatically by distinguish the concept from reading comprehension education and literary education.