초점화자를 활용한 시점 교육 연구

Abstract

본 연구는 현행 시점 교육 문제점을 분석하고, 이에 대한 대안으로 초점화자를 활용하여 시점을 파악하는 방법을 마련하는 것을 목적으로 한다. 소설 교육에서 시점은 사건을 바라보는 눈으로서 작품 세계를 어떻게 바라보고 있는지를 파악할 수 있는 중요한 매개가 된다. 이에 따라 시점 교육은 서술과 구분되는 시점의 다양한 양상을 파악하여 세계를 바라보는 다양한 시각을 경험할 수 있도록 그 내용과 방법이 마련되어야 한다. 그동안 서술과 시점이 착종된 시점 교육에 대한 문제를 지적하고 대안을 마련하는 연구들이 꾸준히 논의되어 왔지만, 교과서에 반영된 사례는 아직 미흡하다. 따라서 본고는 현행 2009 개정 교육과정이 반영된 『문학Ⅰ』 교과서의 시점 단원을 중심으로 시점 교육의 구현 양상과 문제점을 분석하고 그에 대한 대안으로 초점화자를 활용한 방법을 제시하고자 한다. Ⅱ장에서는 시점 교육을 분석하기에 앞서 시점 이론을 검토하였다. 가장 널리 알려진 브룩스와 워렌의 이론을 살펴 한계점을 발견하고, 이를 설명할 수 있는 서술과 시점을 구분한 초점화 이론을 검토하였다. Ⅲ장에서는 시점 교육의 현황과 문제점을 분석하였다. 먼저 시점 교육을 문학교과서에서 어떻게 구현하고 있는지 시점의 개념 정의와 학습활동 구성을 중심으로 분석하였다. 이를 토대로 서술과 시점이 착종된 개념 정의와 시점을 유형화한 비구조화된 학습활동의 현황을 구체적으로 분석하고 그에 따른 문제점을 정리하였다. Ⅳ장에서는 위에서 제기한 문제점을 해결하기 위한 방안으로 초점화자 개념을 도입할 것을 제안하였다. 먼저 초점화자를 활용하여 시점을 파악해야 하는 필요성을 밝히고, 그에 대한 구체적인 방법을 두 가지로 제시하였다. 먼저 초점화자의 개념을 쉽게 이해할 수 있도록 영상매체를 활용하여 초점화자를 파악하는 방법을 제시하였다. 이는 카메라의 눈을 초점화자로 인식하는 방법으로 서술과 구별되는 시점의 개념을 이해하는데 용이하다. 이를 바탕으로 소설에 적용하여 초점화자를 파악하는 방법을 학습활동으로 구체화하여 제시하였다. 그리고 구체적인 텍스트를 통해 초점화자를 파악할 수 있도록 텍스트 내적 분석을 통한 방법을 제시하였다. 이는 S.리몬-케넌의 초점화자에 관한 이론을 바탕으로 서술자와 초점화자의 정보를 비교하여 서술과 구별되는 시점의 개념을 이해할 수 있는 방법이다. 이를 바탕으로 소설에 적용하여 초점화자를 파악하는 학습활동을 구체적으로 제시하였다. 본 연구는 교육 현장에서 활용되고 있는 고등학교 문학교과서 분석을 통해 문제의식을 분명히 하고, 교과서에 새로운 이론의 도입과 교육 현장에서 실현할 수 있는 구체적인 교육 방법을 제시하였다는 점에서 의의가 있다. 학습독자가 서술과 구분되는 시점을 이해함으로써 작품을 입체적으로 감상하고 능동적인 독자로 성장할 수 있도록 본 연구가 시점 교육의 발전에 도움이 되기를 기대해본다.| The object of this study is to analyze problems with current education on point of view and propose approaches to identify ‘point of view’ using the focalizer as the alternative. In novel education, ‘point of view’ becomes an important medium to help identify how readers look at works as an eye to take a look at events. As a result, for education on point of view, the contents and methods should be provided to allow for experiencing a variety of perspectives to look at the world by figuring out a variety of aspects distinguished from description. Previous studies have tried not only to raise the problems on the education on ‘point of view’, where description and viewpoint were complicated, but also to provide the alternatives. But the results have been rarely reflected in textbooks. Thus, this study attempts to analyze aspects and problems of education implemented on point of view and present an approach using the focalizer as the alternative, focused on the unit dealing with ‘point of view ’in the textbook 『Literary』 where the revised curriculum 2009 is reflected. Chapter Ⅱ investigated a theory of point of view prior to the analysis of education on point of view. In this chapter, the Brooks and Warren’s theory was examined as the most widely known theory, and the limits were discovered as well. Thus, a review to explain about these limites was made on a theory of focalization, where ‘description’ and ‘point of view,’ was distinguished. Chapter Ⅲ analyzed the state and problems of education on point of view. First, an analysis was made focused on the conceptual definition of education on point of view and the organization of learning activities to identify how education on point of view is implemented in literature textbooks. Based on this, the conceptual definition, where description and point of view had been complicated, was specifically identified through figuring out the state of the typed, non-organized learning activities. And the subsequent problems were summarized. Chapter Ⅳ proposed the introduction of the concept of the focalizer as an approach to solve the problems analyzed above. To this end, the need to grasp at point of view using the focalizer was revealed, and the two approaches were proposed as a specific strategy thereof. First, an approach to identify the focalizer with ease using a visual media was specifically proposed. This approach was designed to allow for recognizing an eye of the camera as the focalizer, facilitating understanding the concept of the point of view different from description. Appled to novel based on this, the approach was proposed to identify the focalizer. In addition, an approach through the internals analysis of texts was specifically proposed to allow readers to identify the focalizer through specific texts. This approach is a strategy designed to understand the concept of the point of view distinguished from description by comparing the information from the narrator and that from the focalizer, based on Rimmon-Kennan`s theory of focalizer. On a basis of that, learning activities to identify the focalizer were specifically proposed. This study is significant, as it clarified the awareness of problems through the analysis of literary texts utilized in the field of education, and proposed specific teaching methods implementable in schools, along with the introduction of new theories. This study is expected to help develop education on point of view so that learning readers can appreciate works and grow as an active reader by understanding the point of view distinguished from description.; The object of this study is to analyze problems with current education on point of view and propose approaches to identify ‘point of view’ using the focalizer as the alternative. In novel education, ‘point of view’ becomes an important medium to help identify how readers look at works as an eye to take a look at events. As a result, for education on point of view, the contents and methods should be provided to allow for experiencing a variety of perspectives to look at the world by figuring out a variety of aspects distinguished from description. Previous studies have tried not only to raise the problems on the education on ‘point of view’, where description and viewpoint were complicated, but also to provide the alternatives. But the results have been rarely reflected in textbooks. Thus, this study attempts to analyze aspects and problems of education implemented on point of view and present an approach using the focalizer as the alternative, focused on the unit dealing with ‘point of view ’in the textbook 『Literary』 where the revised curriculum 2009 is reflected. Chapter Ⅱ investigated a theory of point of view prior to the analysis of education on point of view. In this chapter, the Brooks and Warren’s theory was examined as the most widely known theory, and the limits were discovered as well. Thus, a review to explain about these limites was made on a theory of focalization, where ‘description’ and ‘point of view,’ was distinguished. Chapter Ⅲ analyzed the state and problems of education on point of view. First, an analysis was made focused on the conceptual definition of education on point of view and the organization of learning activities to identify how education on point of view is implemented in literature textbooks. Based on this, the conceptual definition, where description and point of view had been complicated, was specifically identified through figuring out the state of the typed, non-organized learning activities. And the subsequent problems were summarized. Chapter Ⅳ proposed the introduction of the concept of the focalizer as an approach to solve the problems analyzed above. To this end, the need to grasp at point of view using the focalizer was revealed, and the two approaches were proposed as a specific strategy thereof. First, an approach to identify the focalizer with ease using a visual media was specifically proposed. This approach was designed to allow for recognizing an eye of the camera as the focalizer, facilitating understanding the concept of the point of view different from description. Appled to novel based on this, the approach was proposed to identify the focalizer. In addition, an approach through the internals analysis of texts was specifically proposed to allow readers to identify the focalizer through specific texts. This approach is a strategy designed to understand the concept of the point of view distinguished from description by comparing the information from the narrator and that from the focalizer, based on Rimmon-Kennan`s theory of focalizer. On a basis of that, learning activities to identify the focalizer were specifically proposed. This study is significant, as it clarified the awareness of problems through the analysis of literary texts utilized in the field of education, and proposed specific teaching methods implementable in schools, along with the introduction of new theories. This study is expected to help develop education on point of view so that learning readers can appreciate works and grow as an active reader by understanding the point of view distinguished from description.