‘갈등’의 교육적 구현 양상 검토 -2015 개정 국어과 교육과정에 따른 고등학교 『국어』, 『문학』 교과서를 중심으로-

Abstract

The purpose of this paper is to examine how "conflicts" as core of narrative are dealt with in fiction education through analyzing the literary materials and learning activities of high school Korean language textbooks and literature textbooks. The reason for selecting the subject of analysis as a high school grade is to confirm the status of conflict in the general aspect of fiction education in terms of the fact that the concept of conflict is not specified in the achievement standard of high school curriculum. As a result of analysis, 11 kinds of Korean language textbooks and 6 kinds of literature textbooks showed the conflicts in the implementation of various achievement standards as educational content, confirming the role of the concept of conflict as core in understanding fictions. And it is positive aspects that each textbook deals with the conflict through various works beside selection of case materials at the middle school. In addition, in most textbooks, the conflicts were not only treated from the viewpoint of solution but also with lack of closure. Based on the analysis of the above aspects, it should be noted that there is a need to set up a scaffold to help learners understand the fiction configured with unsolved conflicts. Possible examples include a comparison with other works with clear resolution of conflicts, and by exploring the context surrounding the work through texts such as author essays. Through this method, the learning readers can more effectively understand the significance of lack of closure. Next, it is necessary to bring a novel into the field of literary education because it including complex conflicts. In fact, the current textbooks focus on short stories when teaching conflicts because of various educational conditions but this situation needs to be changed. In teaching of conflicts, the educational contents should be different from that in the short story.