한시 이해-감상 교육의 지평 확장을 위한 방법적 모색

Abstract

This paper seeks to find various methodological approaches to expanding the horizon of 'Chinese poems understanding‐appreciation' education in the secondary schools. To do this, we examined the practice of understanding‐appreciation of Chinese poems in textbooks, and based on the contents of traditional talks on poetry (詩話) and the general theory of Chinese poems, we explored how to deepen the education of understandingappreciation of Chinese poems. This study attempted to examine four ways of expanding the horizon for the education of understanding‐appreciation of Chinese poems in textbooks. First, we presented suggestions on setting hierarchical criteria for the target works. The scope of Chinese poems to be included in future discussions, the hierarchy within the range, and the hierarchical criteria, etc. should be prepared. As a basis for approximate hierarchy, this study claims that in terms of subjects and materials, it is necessary to move from being close to life experience to abstract and conceptual ones, to be educated from the point of view that the relationship between perspective and subordination is clear, and to provide typical works that show the flow of the development of the poetic sentiment. Second, the requirements for establishing poems in talks on poetry and criticism, etc., and the elements related to linguistic and artistic characteristics should be actively reflected in understanding‐appreciation education. Third, this study pointed out the tendency of uniformization and rigidity of development of poetic sentiment in understanding‐appreciation of textbooks, and introduced the general theory of understanding‐appreciation of Chinese poems as a method of diversification. Fourth, this study referred to rearing the ability to understand and appreciate works in the sociocultural context, the need for selective and flexible education of formal elements such as styles of poetry, rhyme, and contraposition, and considering the use of traditional contraposition data in modern language education. We hope that some of the above suggestions will be the starting point of discussion for the education of further understanding‐appreciation.