문학사교육의 재정립 방안에 관한 연구

Abstract

본 연구의 목적은 문학사교육의 문제점을 분석하고, 문학사교육의 재정립을 통한 문학교육 방안을 연구하여 실제의 학습활동을 제시하고자 하는 것이다. 이는 문학교육 안에서 이루어졌던 지식의 한 요소로서 문학사가 아닌 문학교육의 발판이 되기 위한 문학사 의식을 목표로 하는 활동이다. 이러한 생각을 바탕으로 먼저 문학사교육에 대한 선행 연구들을 살펴보았다. 초기에는 대부분 문학사교육에 대한 의의와 필요성 또는 방법론적인 연구들이 이루어져왔으며 점차 학교 현장에서의 문학사교육에 대한 문제점과 실제적인 문학사 교육에 대한 논의가 활발하게 이루어져왔다. 지금까지 문학사교육의 필요성에 대한 논의는 끊임없이 강조되었으나 그에 비하여 구체적인 활동 방안에 대한 연구는 아직 부족한 실정이다. Ⅱ장에서는 문학사교육의 현황을 살펴보고 문제점을 분석하였다. 먼저 문학사교육의 현황은 교육과정상의 문학사교육을 살펴보았는데 교수요목기부터 2009 개정 국어과 교육과정에서 문학사교육의 위치를 구체적으로 분석해봄으로써 문학사교육이 크게는 국어과 교육 안에서, 작게는 문학교육 안에서 어떻게 전개되었는지를 알아보았다. 다음으로 현행 2009 개정 교육과정이 반영된 『문학Ⅱ』 교과서에 나타난 문학사단원을 중심으로 교육과정이 교재화 되었을 때 어떻게 구현되었는가를 살펴보았다. 연구자료는 고등학교 13종 『문학Ⅱ』 교과서이다. 각 교과서별로 한국문학 범위의 설정, 시대구분, 갈래구분, 작품수록 현황을 도표화하였으며 학습활동의 구성과 문항을 분석하였다. 이를 토대로 문학사교육의 문제점을 암기 위주의 문학사교육, 교수 중심의 문학사교육, 회고 지향의 문학사교육이라는 세 가지 방향으로 나누어 설명하였다. Ⅲ장에서는 문학사교육의 재개념화와 실천 방안에 대하여 제시하였다. 본 연구에서 목적으로 하는 문학사 의식을 위한 문학사교육이 실현되기 위해서는 암기보다는 사고력을 지향하고, 교수 중심의 수업보다는 학습자 중심의 활동을 강조하여야 한다. 또한 작품이 이루어진 과거의 회고에서 멈추는 것이 아니라 현재와 연관해서 전망하는 관점이 지향되어야 한다. 즉, 문학작품을 고정된 실체로 보는 것이 아니라 구성주의 관점에서 문학이라는 범주에 드는 수많은 현상이나 작품들 사이의 관계를 파악하는 능력, 혹은 그 관계를 주체적으로 형성하는 능력을 키우는 교육으로서 사고력 지향의 문학사교육, 학습자가 교육적으로 의미있는 구체적 활동을 함으로써 문학사를 이해하고, 또 문학사를 주체적으로 평가하거나 스스로 재구성할 수 있게 하는 학습자 중심의 문학사교육, 작품이 이루어진 과거에 종착점이라고 생각했던 그 지점을 새로운 출발점으로 삼는 전망 지향의 문학사교육으로 재개념화하였다. 이러한 세 가지 범주를 바탕으로 문학사교육의 실천방안 텍스트 향유 활동, 콘텍스트 탐구 활동, 상호텍스트 구성 활동을 구성하여 학습자에 따라 회귀적인 활동으로 적용하여 학습자의 문학사 의식을 정립하는데 실제적인 방향을 제시해줄 것이다. Ⅳ장에서는 앞 장의 내용을 바탕으로 문학사교육의 실제를 모색해보았다. 이는 앞에서 살펴본 교과서의 학습활동 분석을 토대로 문제점은 보완하고, 해결점은 발전시킨 것으로 고전 작품 <사씨남정기>를 중심으로 구체적인 학습활동을 구현하였다. 사고력 지향, 학습자 중심, 전망 지향을 가로축으로 두고, 텍스트 향유, 콘텍스트 탐구, 상호텍스트 구성을 세로축으로 두어 행과 열이 만나는 지점의 활동을 구현하거나 각각의 활동을 두 가지 이상으로 통합한 활동을 구현할 수도 있다. 본고에서는 크게 텍스트 향유 중심의 교수·학습 방법, 콘텍스트 탐구 중심의 교수·학습 방법, 상호텍스트 구성 중심의 교수·학습 방법으로 나누어 학습활동을 제시하였다. 이러한 학습활동은 기존 문학교육에서 문학사교육이 보조적인 지식으로 머물렀던 것에서 벗어나 문학사교육 자체가 문학교육을 위한 필수적인 바탕이 되어야 함을 보여준다. 본 연구의 문학사교육의 재정립과 실천방향에 대한 구체적인 활동 실제는 학교 교육 현장의 문학교육 안에서 이루어지는 문학사교육에 새로운 통합의 방향을 설정해 주었다는 점에서 의의가 있다. 현실과 분리된 이론으로서의 문학사교육 방안 또는 문학교육과 별개로 바라보는 문학사교육 이 아니라 앞으로 좀 더 많은 문학사교육의 실제적인 활동 방안 연구들이 이루어져 학습자가 자신만의 문학사를 갖출 수 있는 문학교육이 실현될 수 있도록 본 연구가 작은 보탬이 되기를 기대해 본다.| The purpose of this study was to examine problems with literary history education and the reorientation of that education in an effort to determine how to provide literary education and fulfill learning activities for that education. Literary history has just been regarded as knowledge required for literary education, but this study focused on awareness of literary history as the foundation of literary education instead of treating literary history as knowledge for literary education. When earlier studies of literary history education were analyzed, it's found that in the beginning, studies mostly examined the significance, necessity or methodology of literary history education, and then there were energetic discussions on problems with school literary history education and how to conduct that education at school. So far, the necessity of literary history education has ceaselessly been stressed, but not many studies have ever investigated how to conduct that education. Chapter II described the state of literary history education and problems with it. To find out about the state of literary history education, how the curriculums dealt with that education was analyzed. The position of literary history education in all the past and present language arts curriculums including the curriculum in the period of syllabus and the revised 2009 curriculum was investigated to grasp how literary history education was conducted in language arts education and literary education. And then the literary history units of literature II textbooks of the current revised 2009 curriculum were analyzed to figure out how the curriculum was embodied in the textbooks. 13 kinds of high school literary II textbooks were analyzed. The selected range of Korean literature, periodization, division of genres and included literary works in each of the textbooks were represented in the form of diagrams, and the structure of learning activities was analyzed. According to the results of all the analyses, there were three different sorts of problems with literary history education: rote learning, instructor-centeredness and retrospect-orientation. Chapter III discussed the reconceptualization of literary history education and how to conduct that education. The awareness of learners about literary history should be improved through literary history education, which this study sought after. To make it happen, thinking faculty should take precedence over rote learning, and learner-centered activities should be stressed instead of instructor- centered instruction. In addition, it should be avoided just to look back on the past, and the past should be linked to the present to take a more visionary perspective. Besides, literary works shouldn't merely be viewed as fixed substance. Literary history education was reconceptualized in this study as follows: Literary history education should aim at fostering an ability to grasp the relationships among numerous literary phenomena and among numerous literary works from a constructivist perspective or to create such relationships on one's own. At the same time, literary history education should seek after the improvement of thinking faculty, and that should be learner-centered so that learners could take the initiative in their learning in a significant way in order to have a perfect understanding of literary history, evaluate it or reconstruct it. Finally, literary history education should be futuristic so that learners could make a fresh start at the point that was considered to be a final destination in the past when a particular literary work was made. Several kinds of activities were designed based on the three definitions of literary history education: text-enjoyment activities, context-inquiry activities and intertextuality-constructing activities. All the efforts by this study are expected to show some of the right directions for literary history education to teach learners to improve their awareness of literary history. Chapter Ⅳ explored how to offer literary history education based on what's discussed the previous chapters. A classical work "Sassinamjeonggi" was selected, and detailed learning activities for this work were presented, which made up for the shortcoming of existing education and made the most of possible solutions. The pursuit of thinking faculty, learner-centeredness and being futuristic could be selected as a horizontal axis, and text enjoyment, context inquiry and intertextuality construction could be selected as a vertical axis. And then the kinds of activities that are appropriate for the points where the two axes come across with each other could be utilized, or two or more activities could be integrated. In this study, three different sorts of learning activities were largely presented, which are respectively based on the text- enjoyment method, the context-inquiry method and the intertextuality-constructing method. Meanwhile, literary history education has just been regarded as supplementary knowledge for literary education. Now, that should be treated as the essential foundation for literary education, and the learning activities were designed to make it come true. This study is of significance in that the efforts by this study to discuss the reorientation of literary history education and how to conduct that education in detail are expected to show some of the right directions for literary history education as part of literary education. It's not advisable to provide just theoretical literary history education that is a far cry from reality or to separate that from literary education. In the future, more research efforts should be directed into practical, authentic literary history education, and this study is expected to be of use for the realization of literary education that helps learners construct their own literary history.; The purpose of this study was to examine problems with literary history education and the reorientation of that education in an effort to determine how to provide literary education and fulfill learning activities for that education. Literary history has just been regarded as knowledge required for literary education, but this study focused on awareness of literary history as the foundation of literary education instead of treating literary history as knowledge for literary education. When earlier studies of literary history education were analyzed, it's found that in the beginning, studies mostly examined the significance, necessity or methodology of literary history education, and then there were energetic discussions on problems with school literary history education and how to conduct that education at school. So far, the necessity of literary history education has ceaselessly been stressed, but not many studies have ever investigated how to conduct that education. Chapter II described the state of literary history education and problems with it. To find out about the state of literary history education, how the curriculums dealt with that education was analyzed. The position of literary history education in all the past and present language arts curriculums including the curriculum in the period of syllabus and the revised 2009 curriculum was investigated to grasp how literary history education was conducted in language arts education and literary education. And then the literary history units of literature II textbooks of the current revised 2009 curriculum were analyzed to figure out how the curriculum was embodied in the textbooks. 13 kinds of high school literary II textbooks were analyzed. The selected range of Korean literature, periodization, division of genres and included literary works in each of the textbooks were represented in the form of diagrams, and the structure of learning activities was analyzed. According to the results of all the analyses, there were three different sorts of problems with literary history education: rote learning, instructor-centeredness and retrospect-orientation. Chapter III discussed the reconceptualization of literary history education and how to conduct that education. The awareness of learners about literary history should be improved through literary history education, which this study sought after. To make it happen, thinking faculty should take precedence over rote learning, and learner-centered activities should be stressed instead of instructor- centered instruction. In addition, it should be avoided just to look back on the past, and the past should be linked to the present to take a more visionary perspective. Besides, literary works shouldn't merely be viewed as fixed substance. Literary history education was reconceptualized in this study as follows: Literary history education should aim at fostering an ability to grasp the relationships among numerous literary phenomena and among numerous literary works from a constructivist perspective or to create such relationships on one's own. At the same time, literary history education should seek after the improvement of thinking faculty, and that should be learner-centered so that learners could take the initiative in their learning in a significant way in order to have a perfect understanding of literary history, evaluate it or reconstruct it. Finally, literary history education should be futuristic so that learners could make a fresh start at the point that was considered to be a final destination in the past when a particular literary work was made. Several kinds of activities were designed based on the three definitions of literary history education: text-enjoyment activities, context-inquiry activities and intertextuality-constructing activities. All the efforts by this study are expected to show some of the right directions for literary history education to teach learners to improve their awareness of literary history. Chapter Ⅳ explored how to offer literary history education based on what's discussed the previous chapters. A classical work "Sassinamjeonggi" was selected, and detailed learning activities for this work were presented, which made up for the shortcoming of existing education and made the most of possible solutions. The pursuit of thinking faculty, learner-centeredness and being futuristic could be selected as a horizontal axis, and text enjoyment, context inquiry and intertextuality construction could be selected as a vertical axis. And then the kinds of activities that are appropriate for the points where the two axes come across with each other could be utilized, or two or more activities could be integrated. In this study, three different sorts of learning activities were largely presented, which are respectively based on the text- enjoyment method, the context-inquiry method and the intertextuality-constructing method. Meanwhile, literary history education has just been regarded as supplementary knowledge for literary education. Now, that should be treated as the essential foundation for literary education, and the learning activities were designed to make it come true. This study is of significance in that the efforts by this study to discuss the reorientation of literary history education and how to conduct that education in detail are expected to show some of the right directions for literary history education as part of literary education. It's not advisable to provide just theoretical literary history education that is a far cry from reality or to separate that from literary education. In the future, more research efforts should be directed into practical, authentic literary history education, and this study is expected to be of use for the realization of literary education that helps learners construct their own literary history.