시어 학습을 통한 체험 확장 연구 = (A) Study on expansion of the students' experience by Learning Poetic Words

다국어 초록 (Multilingual Abstract)

Nowadays we don't get the chance to see much poetry in everyday living. And in schools it is considered as a difficult-to-learn subject. In schools they couldn't make students get interested in poetry. It means that there were many problems in teaching poetry in school.
To take a look at problems in teaching poetry in school,
Many poems taught in schools were not appropriate. Also cramming education without reconsidering and uniform education are regarded as one of the problems.
We can find the reason poetry being difficult-to-learn subject in the character of poetry itself. Words used in poetry are different from words we use in everyday life. Poets usually use metaphor, symbol, irony, etc. to describe and tell what he means more efficiently. So reading poems is not a pleasant work.
Teachers must guide students to their poetic experience. Cramming education prevents the students from imagining and lowers the power of thought and imagination.
So in teaching literacy, to discuss their thoughts and to talk about what they are learning is essential. This thesis is about the study of teaching method in poetry, the poetic experience and further study for students. So the point of this thesis is in planning a practical method of how-to-guide and applying it.
To activate the students' imagination and get them much involved in learning poetry, I thought of a teaching-learning model and tried it out to induce students' poetic experiences. The first half of the main discourse is about the theoretical study of poetical language. I rearranged the concept of poetic experience and tried to set up a model of studying poetic words in a semantic way. In the latter half of the main discourse, I applied the method to 3 classes of Middle school 3rd grade students. And analyzed the way their thinking and poetic experience changed.
I conducted the study of important poetic words in three poems in the middle school 3rd grade text book, ＜Traveller＞,＜Gang-Gang Swolrai＞,＜Praying in Fall＞, but without writing and defined the matter only to reading. Defined the subject to the character of poetic words approached in a semantic way, and focused on the implicated meaning of the poetic words in the sentence so that students could know and understand the metaphor, image and symbols.
The step of conducting is as follows,
1. bring up the image in mind freely about the meaning, feeling, tone and attitude in the poem
2. analyze the sememe, sentence structure, implication and think about the relation between them and view, feeling that poetic word brings.
3. ask a question which can be the key to understanding the poem or which can activate the imagination of the students' like why that poetic word is used there and what if it is replaced by another word...etc so that they can find out a implicated meaning of the poetic word.
4. ask them to use the intertextuality to find out the implicated meaning of the poetic word.
5. put students in groups and ask them to criticize the propriety of imagining or meanings, by doing that they could reject the unsuitable response.
Linguistic sense of students abstracted from these teaching methods and character of their thinking from analyzing the linguistic sense were as follows,
First, students don't read in detail. Their bringing up images of poetic words are habitual and automatical. It is closely related to the tendency that teenagers today hate to think.
Also as they are accustomed to the cramming education they have difficulty in finding diversed meanings of poetic words and their thinking is standardized.
Second, an influence of mass media is great. Much effort is needed in trying to use mass media as a tool of teaching.
Third, their thinking is assimilated and inclined to the Western world. They also show sentimental aspect in their thinking.
Forth, students do habitual and automatic thinking. It shows that past literary education was only intended for giving them lessons.
What we achieved from the precise study of poetic words considering the students' character of thinking, guiding them to self-understand the meaning of the poetic words, is as follows
First, by inquiring the meaning and sentiment of the poetic word students can understand the character of it. And they can learn to read the poem in detail and inquire the meaning of it.
Second, they learn poems, not by one sided interpretation of the teacher but by bringing up the image by themselves and adjusting what they think. By doing that students get chance to think for themselves and rearrange what they have thought. Teachers can take a look at what students have thought and find clues to guide them.
Third, the number of habitual and unsuitable response to the meanings of poetic words before, have decreased and their attitude has changed to thinking carefully about the meaning of poetic words.
Forth, students could get to understand detail meanings and feelings of the poetic word so they could get out of habitual reading of poetry and could expand their poetic experience.
Fifth, it can tell students that poetry is not difficult and make them more familiar to poetry.
＞From the character of students' thinking analyzed and from what is achieved from the study, I wish there will be more progressed study on expansion of the poetic experience

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구 목적 = 1
• 2. 연구 방법 = 3
• 3. 선행 연구사 = 5
• Ⅱ. 시 교육의 목표와 방향 모색 = 9
• 1. 문학 교육의 의의 = 9
• 2. 시 교육의 목표 = 10
• Ⅲ. 시 교육의 학습 영역 = 14
• 1. 자세히 읽기 = 14
• 2. 언어의 장 파악하기 = 22
• 3. 상호 텍스트성을 이용한 읽기 = 26
• Ⅳ. 체험 확장을 위한 시 교육의 실제 = 28
• 1. 시 수업 모형과 시 교육의 실제 = 28
• 1) 시 수업 모형 = 28
• 2) 지도의 방안 = 33
• 3) 지도 및 활동 내용 = 35
• 4) 상호텍스트성을 이용한 함축적 의미 추출 = 39
• 5) 시어 이해의 조정 및 통제 = 39
• 2. 지도의 실제 = 39
• 1) 시어의 특성과 그 지도 = 39
• (1) ‘나그네’의 시어 지도 = 39
• (2) ‘가을의 기도’의 시어 지도 = 51
• (3) ‘강강술래’의 시어 지도 = 62
• Ⅴ. 결 론 = 76
• 참고 문헌 = 79
• ABSTRACTS = 82