문학작품 토의 수업이 소통 능력 신장에 미치는 영향

다국어 초록 (Multilingual Abstract)

ABSTRACT


Effects of Literature Discussion Classes on Improvement of Communication Capabilities


Kim Eun Kyoung


Department of Korean Literature and Language
Kongju National University, School of Graduate Studies,
Kongju Korea


Advising Professor CHO DONG KEEL


The objective of this study was to improve communication capabilities of students through literature discussion classes and the classes were conducted for the month of March with 69 second grade students from a middle school, located in Daejeon Metropolitan City, as the participants.
The literary works used in the classes included ‘The Prologue’ by Yun Dong Ju and ‘Honggildongjeon’, which were from the textbook, and ‘Azalea (Jindalaeggot)’ and ‘By the time when Buckwheat Flower Blossoms (Memilggot Pill Muryeop)’, which had been selected because they contain connotative meanings and overtones, allowing students to exchange various opinions and have active discussions.
Based on this, the classes were designed with academic topics and objectives such as ‘What was it like when the Prologue was written?’, ‘Are Honggildong’s acts justifiable?’, ‘What is a poetic narrator?’, and ‘What is the relationship between Huhsaengwon and Dong-yi?’ The classes were planned after a literature discussion type model which allows students to actively exchange their ideas and opinions, and communicate with other classmates freely. Then the classes were evaluated and analyzed with focuses on class products of each session.
When the student feedbacks were evaluated, it was confirmed that the students’ understanding for the authors and the literary pieces improved and that the students communicated with each other very efficiently.
Additionally, surveys with the identical questionnaires were given to the students before and after the literature discussion classes to identify the influence of literature discussion classes on their communication capabilities, and performed a chi-square test.
From the analysis of the before and after survey responses, all surveys displayed significant differences. Students said that they were able to compare their feelings with feelings of other students, to identify the parts of the literary work which included extraordinary expressions, to precisely identify the character personalities. The students also expressed that they were able to understand the author’s intent after reading the literary pieces and to compare the stories with their own experiences and offer critical opinions. In addition, the students said that they tried to listen more carefully when having conversations, to understand the positions of other students, and to create an atmosphere in which they could concentrate on their discussions. Finally, they said that they were able to speak more logically and easily identify the objectives of conversation while they talked to others.
From the results of analysis on the class products and pre-class and post-class surveys, it was the conclusion of this study that the literature discussion classes had positive impacts on the improvement of students’ communication capabilities.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 선행 연구 검토 2
• Ⅱ. 이론적 배경 7
• 1. 문학 교육 관련 교육과정 분석 7
• 2. 토의학습의 개념과 문학 토론의 특성 15
• 3. 문학 소통의 교육적 의의 18
• Ⅲ. 연구의 방법 24
• 1. 연구 문제 24
• 2. 연구의 범위 및 제한점 24
• 3. 연구 절차 24
• 4. 검증 방법 25
• 5. 용어의 정의 26
• Ⅳ. 연구의 실제 27
• 1. 문학작품의 선정 27
• 2. 문학작품 토의 수업 설계 30
• 3. 문학작품 토의 수업의 실행 35
• Ⅴ. 연구 실천 결과 67
• 1. 분석 대상 및 방법 67
• 2. 사전․사후 설문 분석 67
• 3. 분석 결과의 요약 72
• Ⅵ. 결론 및 제언 73
• 1. 결론 73
• 2. 제언 74
• 참 고 문 헌 76
• ABSTRACT 79
• 부록 (사전․사후 설문지) 81