읽기 교육과정과 문학 교육과정의 공통점과 차이점 = Three Suggestions for the Curriculum of United Language with Literature

다국어 초록 (Multilingual Abstract)

Three Suggestions for the Curriculum of United Language with LiteratureHan, Myoung-SookWhen teachers let their students read a literature work in language art lessons, teachers have a specific aim and direction of their instructions. In language art instructions, the specific goal is divided into two types. One is student's competence, the other is student's capacity for literature activity. I called the lesson for student's competence 'language lesson' and I named the lesson for student's capacity for literature activity 'literature lesson'.In Korea, language art have been called national language art. And the curriculum for that art is united curriculum; united language education with literature education. So this art attempt to grow student's competence and capacity for literature activity. But two types of student's abilities are different each other. So we recognize that there are each different subjects, each different contents, each different instruction methods between two kinds of lessons to grow two kinds of abilities. For example, student's ability to read and comprehend a literature work differs from student's ability to feel or to appreciate a literature work. Therefore the curriculum must express to be distinguished into two types of education; 'language education in national language art of Korea' and 'literature education in national language art of Korea'. For this purpose I have three suggestions. First, we must describe to show each other aims for two types of educations in curriculum. Second, we have to select two kinds of contents for each other educations. Third, national language art curriculum of Korea have to be systematize to distinguish a curriculum for language competence from a curriculum for literature capacity.