고등학교 소설교육에서 영화매체 수용의 적합성 연구 - <오발탄>과 <내 마음의 풍금>을 중심으로 -

Abstract

This study is about the suitable of the media movie that was introduced to novel education of high school. The study consider a position of the movie media in novel education focused on 「Aimless Bullet」. Comparative study about the media features of the novel and the movie has been addressed repeatedly in the preceding paper. Generally, it has something in common with previous studies. After presenting the differences and similarities in the beginning, and compare with novel text in textbooks. Previous studies have common problem. The thing with them is, these studies do not provide any educational effects can be expected that the introduction of the movie media in novel education. Thus, this study started with the objection on the universal discussion of others. It is true that introduction of visual media in literature education is nonetheless fit for the effectual communication. If so, critical media education should be preceded that is acceptable to learners. If no prior training, it is possible to add to the problematic situation of students losing interest in the written language. It is that defenceless students is exposed with practical visual media. If using the media language is a tool for enhancing more interest of class, dare not even need to deal with in the curriculum. However, this is not the purpose of taking the ‘media language’ into the novel education. Education officials should have to consider again for revive the spirit of the media language education in presented curriculm. The phenomenon that ‘media language’ is inserted for organizing materials fit for the digital age is problematic. There are gaps with training goals of literature education. <media language> is organized by the high school elective courses of native language education in curriculum revision 2007. However, <media Language> suddenly disappear from the curriculum revision 2009, the reason is estimated to be unrealistic field education. Meaning of that ‘unreality’ implies lots of things. First, the problem may be in the entrance examination-oriented education, or economic policy. Second, the leadership skills of front-line teachers in high school education. Third, it can be referred to the limitations of the capacity of learners completing the language course.