감상과 향유를 위한 현대시 운율 교육 방안에 관한 연구

Abstract

본고에서는 운율 교육의 이론을 모색한 후, 바람직한 운율 교육의 실제는 어떤 모습이어야 하는지 구상한다. 확립된 운율 이론이 부재하는 상황을 고려하여, 운율이 실현되는 양상을 점검함으로써 운율 이론을 모색한다. 운과 율은 실현 원리가 다르다. 운은 소리 효과의 활용, 율은 호흡 단위의 조절로 인해 작용한다고 보고 두 가지 개념을 나누어 논의한다. 그리고 2007 개정 국어과 교육과정에서는 운율 교육을 어떻게 설명하고 있는지, 실제 중학교 교과서에서는 운율 실현 원리를 어떻게 반영하고 있는지 검토해본다. 현재의 운율 교육은 운율 이론의 습득에만 머물 뿐 학습자의 다양한 수용 가능성을 차단하고 있다. 감상과 향유를 고려한 운율 교육으로 시각을 전환할 필요가 있다. 심미적 감상을 위해서는 시의 내면화, 시의 낭송, 시의 꼼꼼한 읽기가 이루어져야 한다. 적극적 향유를 위해서는 지식·기능·태도의 조화, 다양한 층위의 대화, 운율을 활용한 창작이 고려되어야 한다. 운율의 실현 원리는 심미적 감상과 적극적 향유를 가능하게 할 수 있는 방향으로 재구성되어야 한다. 운의 심미적 감상을 위한 수업 방안과 운의 적극적 향유를 위한 수업 방안, 율의 심미적 감상을 위한 수업 방안과 율의 적극적 향유를 위한 수업 방안으로 나누었다. 그리고 이 기준에 이론을 적용해서 활동들을 구상했다. 실제 현장에서 활용이 가능하도록, 교과서에 실린 제재로 예시를 마련했다. 논의를 확장하여 실제 수업에 적용이 가능한 모형을 설계했다. 문학 교육의 특성을 감안하면서도 운율이 있는 시라는 장르적 특성에 맞도록 구성한 교수·학습 모형이다. 계획 및 진단 단계, 지도 단계, 낭송 단계, 향유 단계, 평가 단계 순으로 진행하도록 했다. 이에 그치지 않고 실제 수업에서는 해당 모형을 유연하게 재구성할 수 있어야 하므로, 3차시로 수업을 진행한다고 가정하고 모형을 차시별로 재구성했다. 확립된 운율 이론이 부재하는 상황에서 운율 교육 이론을 명쾌하게 정립하기란 어려운 일이다. 운율의 개념과 그 발생 구조를 한마디로 설명하기 쉽지 않은 이 시점에서 굳이 운율 교육 이론까지 문제 삼는 이유는, 운율은 시에 접근하기 위해서라면 반드시 거쳐야하는 화제이기 때문이다. 그러므로 효과적인 시 교육을 위해 운율 교육이 어떻게 행해져야 하는가에 대한 질문을 던질 수밖에 없고, 그래서 운율 교육 이론에 대한 연구가 계속되어야 하는 것이다. 교사는 운율의 효과를 단지 언어학적인 측면에서 해석할 것이 아니라, 학습자의 심리적인 측면이 어떻게 작용하느냐에 따라 다양한 해석의 가능성이 있을 수 있음을 충분히 인정해야 한다. 바람직한 운율 교육은 시 구조의 분석이나 운율 이론의 습득이 아니라, 학습자에 따른 다양한 감상 그리고 향유로의 가능성을 열어둔 교육이 되어야 한다.| This study sought education theory of versification and put the theory into practice for desirable education of versification. Considering the situation about the absence of established versification theory, I seek versification theory to examine how versification aspect is realized. Rhyme and meter are different in versification realized on principles. Rhyme is affected by use of sound effect and meter is affected by controlled breathing units. Therefore, they are to be discussed individually. And in the 2007 Revised Curriculum for Korean Language Education, I examined how versification education is explained and versification realized on principles are appeared in middle school textbooks. To this day, education of versification is focused on learning versification theory. Variety acception for student is not considered. It must be changed to versification education for appreciation and enjoyment. Aesthetic appreciation needs internalization, recitation and meticulous reading. In case of initiative enjoyment, harmony between knowledge·competences·attitude, various types of conversation, creation of using versification are required. It is necessary to versification realized on principles is be reconstructed to able aesthetic appreciation and initiative enjoyment. consequently, Education method of versification is classified to four types: rhyme for aesthetic appreciation, rhyme for initiative enjoyment, meter for aesthetic appreciation, and meter for initiative enjoyment classification of activities. And I considered that four types when I planned learning Activities. They are prepared by activities in middle school textbooks to enable the activities in classes. Next, I planned education model to enable in classes. To achieve this, characteristics of literature education and poetry are considered. I suggest five steps for model that planning and judgement, instruction, recitation, enjoyment and evaluation. In addition, the model is reconstructed for three class because real situation in class needs flexible model. The absence of established versification theory makes education theory of versification difficult to definition. It is hard to explain about definition of versification and effect of structure. Nevertheless, definition of versification theory is necessary for get close poetry. Therefore we must ask questions how education of versification go on to effective poetry education and keep going to study on education theory of versification. Teachers should remember that not only linguistic but also psychologic perspective are important. Because according to student's psychology, interpretations about poetry are different. Desirable education of versification must have possibility of various appreciation and enjoyment than structure of form or versification theory.; This study sought education theory of versification and put the theory into practice for desirable education of versification. Considering the situation about the absence of established versification theory, I seek versification theory to examine how versification aspect is realized. Rhyme and meter are different in versification realized on principles. Rhyme is affected by use of sound effect and meter is affected by controlled breathing units. Therefore, they are to be discussed individually. And in the 2007 Revised Curriculum for Korean Language Education, I examined how versification education is explained and versification realized on principles are appeared in middle school textbooks. To this day, education of versification is focused on learning versification theory. Variety acception for student is not considered. It must be changed to versification education for appreciation and enjoyment. Aesthetic appreciation needs internalization, recitation and meticulous reading. In case of initiative enjoyment, harmony between knowledge·competences·attitude, various types of conversation, creation of using versification are required. It is necessary to versification realized on principles is be reconstructed to able aesthetic appreciation and initiative enjoyment. consequently, Education method of versification is classified to four types: rhyme for aesthetic appreciation, rhyme for initiative enjoyment, meter for aesthetic appreciation, and meter for initiative enjoyment classification of activities. And I considered that four types when I planned learning Activities. They are prepared by activities in middle school textbooks to enable the activities in classes. Next, I planned education model to enable in classes. To achieve this, characteristics of literature education and poetry are considered. I suggest five steps for model that planning and judgement, instruction, recitation, enjoyment and evaluation. In addition, the model is reconstructed for three class because real situation in class needs flexible model. The absence of established versification theory makes education theory of versification difficult to definition. It is hard to explain about definition of versification and effect of structure. Nevertheless, definition of versification theory is necessary for get close poetry. Therefore we must ask questions how education of versification go on to effective poetry education and keep going to study on education theory of versification. Teachers should remember that not only linguistic but also psychologic perspective are important. Because according to student's psychology, interpretations about poetry are different. Desirable education of versification must have possibility of various appreciation and enjoyment than structure of form or versification theory.