문학교육과 정의적 발달 : 초등학교 문학교육의 정의적 영역의 문제와 교육방법 = The Problems with the Affective Domain in Elementary-level Literary Education and the Ways to Overcome Them

다국어 초록 (Multilingual Abstract)

In this paper, I will show how the affective domains, which form the core of literary education, are reflected into elementary level curriculums and textbooks, what the problems are with present methods and what alternative methods are to be applied. Affectivity is a quality that has an effect on the way that one responds to an object emotionally. This is an essential factor in constructing attitudes, values and interests toward lives in a desirable way. However, this concept has many problems in terms of the system of constructing curriculums and the teaching methods as follows: First, the concept of attitude is applied not toward lives but toward literary works themselves, and understood not as an affective but as an declarative one, which leads to a great deal of confusion in literary education. Second, we have had to face limitation to helping children understand the essence of literature. It is because, when we teach literary works such as children stories and poems, we have approached them from the perspective of linguistic function instead of artistic subjects. The fundamental reason for this problems lies in the fact that the goals and systems of language education are constructed along the linguistic function. This paper suggests solutions to those problems in the following: First, learner-centered texts must be made in the way that they, considering the appropriateness of children s developmental stages, reflect the validity of affective domains. Second, the strategy of questioning has to be developed to activate affective thinking. Third, the spectrum of language must be widened to activate affective thinking. Fourth, the pedagogy of affective domains in elementary-level literary education has to be established in the direction that children experience literature fully and construct their own views on lives.