학문 목적 한국어 학습자 문학교육을 위한 대화주의 프로젝트 교수 · 학습 방안 연구

Abstract

본 연구는 학문 목적 한국어 학습자의 문학교육을 위해, 대화주의와 프로젝트 중심 학습법을 바탕으로 한 현대시 교수 &#8228; 학습 모형을 제안하는 것을 목적으로 한다. 1장에서는 본 연구의 목적과 필요성에 대해 언급하고, 본격적으로 연구를 진행하기 전에 한국어 문학교육과 문학텍스트를 활용한 한국어교육에 대한 선행연구를 살펴보았으며, 대화주의와 상호텍스트성, 프로젝트 중심 학습 이론을 바탕으로 학문 목적 학습자 문학교육을 위한 현대시 교수 &#8228; 학습 방안을 제안하기 위한 방법을 간단히 밝혔다. 2장에서는 구체적인 현대시 교수 &#8228; 학습 방안을 마련하기 위해 바흐친과 최미숙의 연구를 중심으로 대화주의에 대해 살펴보았으며, 그와 맥을 같이하는 상호텍스트성에 대해서도 알아보았다. 그리고 학습자 중심의 현대시 교수 &#8228; 학습을 구체화하기 위해 프로젝트 중심 학습에 대한 이론적 배경도 검토하였다. 3장에서는 2장에서 다룬 이론적 배경에 근거하여 학문 목적 한국어 학습자 문학교육을 위한 현대시 교수 &#8228; 학습 절차(모형)를 다음과 같이 제시하였다. <1단계> 동기 유발 및 관심 갖기, <2단계> 시 낭송하기 <3단계> 대화 1(독자 개인의 내적 대화), <4단계> 프로젝트 중심 학습(활동), <5단계> 대화 2(독자와 독자들 간의 대화), <6단계> 대화 3(교사와 독자의 대화), <7단계> 시의 의미 정리와 창의적 체험하기가 그것이며, 연구자는 이 수업 모형에 대한 평가 방안으로 과정 평가로서의 포트폴리오 평가를 제안하였다. 그리고 백석의 작품을 중심으로 7단계 대화 &#8228; 프로젝트 중심 현대시 수업 모형에 적용할 수 있는 작품별 교수 &#8228; 학습 방안을 제시하였다. 4장에서는 본고의 내용을 요약하였으며, 학문 목적 한국어 학습자를 위한 문학교육이 실현되어야 하는 이유와 이를 위해 나아가야 할 방향에 대해 논하였다. 지금까지의 한국어교육 분야에서, 학문 목적 학습자의 본격적인 대학(원) 수학을 위한 예비교육의 성격을 띤 문학교육 방안을 논하면서 개별 작가와 그의 작품을 구체적으로 다룬 경우는 그리 많지 않았다. 이러한 점에서 본 연구는 학문 목적 한국어 학습자를 대상으로, 특정 작가와 그 작품을 교육하는 방안을 제안했다는 데 의의가 있다.| This study aims to present a teaching-learning model of the modern poetry based on dialogism, and project-based learning for teaching literature to the learners of Korean for academic purposes. Chapter one stated the purpose and the necessity of this study, and searched the precedent studies related to the education of Korean literature and the education of Korean language using literary text, and introduced the methods to suggest a teaching-learning model for teaching literature to the learners of Korean for academic purposes based on dialogism, intertextuality, and project-based learning theory. Chapter two searched dialogism based on the studies of Mikhail Bakhtin and Choe Mi-suk and intertextuality in line with dialogism, to arrange the specific teaching-learning model of the modern poetry, examining the theoretical background on project-based learning in order to specify learner-centered method for teaching and learning the modern poetry. Chapter three presented a teaching-learning model of the modern poetry for teaching literature to the learners of Korean for academic purposes based on the theoretical background in the chapter two as follows. The first stage: having motivation and interest, the second stage: reciting poems, the third stage: dialogue I(inner monologue of the reader), the fourth stage: project-based learning(activity), the fifth stage: dialogue II(dialogue between the readers), the sixth stage: dialogue III(dialogue between the teachers and the readers), the seventh stage: defining the meaning of poems and experiencing creatively, suggesting evaluation of portfolio performance as the assessment methods for this learning model and presenting teaching-learning method of each work applied to lesson model of the modern poetry based on the seventh stage, dialog and project-based learning model focusing on Baekseok’s works. Chapter four summarized the contents of this study and discussed the reason why literature education for the learners of Korean for academic purposes should be realized and its future direction. So far in the field of the education of Korean language, there were few studies specifically dealing with individual writers and their works in discussing the methods of literature education as a preliminary education for the learners for academic purposes to study in a university or graduate school. In that sense, this study has a significant meaning in suggesting the methods for teaching a particular writer and their works to the learners of Korean for academic purposes.

Key Words: Dialogism, Project-Based Learning, the learners of Korean, Academic Purposes, Literature Education of Learner-Centered, Baekseok's Poetry; This study aims to present a teaching-learning model of the modern poetry based on dialogism, and project-based learning for teaching literature to the learners of Korean for academic purposes. Chapter one stated the purpose and the necessity of this study, and searched the precedent studies related to the education of Korean literature and the education of Korean language using literary text, and introduced the methods to suggest a teaching-learning model for teaching literature to the learners of Korean for academic purposes based on dialogism, intertextuality, and project-based learning theory. Chapter two searched dialogism based on the studies of Mikhail Bakhtin and Choe Mi-suk and intertextuality in line with dialogism, to arrange the specific teaching-learning model of the modern poetry, examining the theoretical background on project-based learning in order to specify learner-centered method for teaching and learning the modern poetry. Chapter three presented a teaching-learning model of the modern poetry for teaching literature to the learners of Korean for academic purposes based on the theoretical background in the chapter two as follows. The first stage: having motivation and interest, the second stage: reciting poems, the third stage: dialogue I(inner monologue of the reader), the fourth stage: project-based learning(activity), the fifth stage: dialogue II(dialogue between the readers), the sixth stage: dialogue III(dialogue between the teachers and the readers), the seventh stage: defining the meaning of poems and experiencing creatively, suggesting evaluation of portfolio performance as the assessment methods for this learning model and presenting teaching-learning method of each work applied to lesson model of the modern poetry based on the seventh stage, dialog and project-based learning model focusing on Baekseok’s works. Chapter four summarized the contents of this study and discussed the reason why literature education for the learners of Korean for academic purposes should be realized and its future direction. So far in the field of the education of Korean language, there were few studies specifically dealing with individual writers and their works in discussing the methods of literature education as a preliminary education for the learners for academic purposes to study in a university or graduate school. In that sense, this study has a significant meaning in suggesting the methods for teaching a particular writer and their works to the learners of Korean for academic purposes.

Key Words: Dialogism, Project-Based Learning, the learners of Korean, Academic Purposes, Literature Education of Learner-Centered, Baekseok's Poetry