고전시가 교육에 있어서 ‘해석’의 문제 = Problem of ‘Interpretation’ in the Education of Classic Poetry

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine what is ‘interpretation’ in the education of classic poetry, and what we should keep in mind in order to apply it to the educational curriculum.
Recently, the literary education attaches great importance to a learner’s cognitive process in the course of reading while it positively considers the interaction between individual learners at the same time. It is admitted that ‘interpretation’ as such is fulfilled at the step following ‘sympathy’ in literary reading.
The status of the education of class poetry comes not from the past but from the present. For this reason, it is important to presentize the past texts, which is, that is to say, the ‘interpretation.’ In order to carry out this task effectively, it is necessary to prepare a process for adjusting the texts to the reader’s level, which in turn appears as the work of translation, annotation etc.
Texts in the literary education should be used in the sense that it covers all the steps that occur just before the reader reaches the feeling or aesthetic responses after he/she has read a work. While the activities occurring here is said to be ‘interpretation,’ all of the educational activities occurring the step of the education of classic poetry should be regarded as activities of ‘interpretation.’

목차 (Table of Contents)

• 1. 서론
• 2. ‘해석’의 해석
• 3. 고전시가 ‘해석’ 교육의 층위
• 4. 고전시가 교육과정에서의 ‘해석’의 위상
• 5. 결론
• 【참고문헌】
• 【Abstract】