19세기 한문단편소설집 『奇說』의 성격과 고전소설 교육의 방향

Abstract

This paper was designed to review the nature of the story based on Ya- dam through six works in the collection of Chinese short stories, 『Gi-seol』 and analyze the theme of ‘Gi’, which penetrates the novel book, in relation to the 19th century cultural landscape. Along with this, a collection of short stories in Chinese literature discussed a new approach to classical fiction education. The six works in 『Gi-seol』 were used to describe the genre representing the narrative style of Chinese short stories in the late Joseon Dynasty. It is understood that the compilers of 『Gi-seol』 intended to process the story based on their understanding of the mainstream flow of the Chinese short story style during the late Joseon Dynasty. 『Gi-seol』 is a compilation of stories based on Ya-dam into a collection of short stories in Chinese literature, reflecting the narrative culture of the time, and is meaningful in that it can confirm the transformation of Ya-dam into a novel. In addition, despite the fact that 『Gi-seol』 was compiled in the 19th century, the eccentricity revealed in the works was not expressed in the form of extreme sensational or surreal fantasies. The chi expressed in the work was coexisting within the 『Gi-seol』 with the unrealistic orientation represented by foreign objects and the reality orientation represented by humans. In addition, the way in which the eccentricity is described, rather than emphasizing fantasy through the placement of unrealistic elements, the layout of real people and space, and the form of enhanced causality and realism through dialogue scene description and internal description. Based on this aspect, the existence of novel collections such as 『Gi-seol』 in the education of classical novels is noted as an empirical material to read the cultural environment and changes in works enjoyed by classical novels. This can be used to identify the true nature of the genre shift of ya-dam and novels, and to highlight a new interest in the data field of Chinese literature fiction selection. In addition, it is meaningful in that it proposes a classical novel education methodology centered on a specific topic or concept, away from education centered on individual works. This also raises the need for the education of classical novels to shift away from the focus of work theory and take a cultural perspective first.