초등 시교육에서 ‘감각적 표현’에 대한 고찰

Abstract

This study diachronically analyzed the relationship between educational content and the concept of “sensuous expression” presented by the Korean national curriculum for elementary education. In this manner, the study reviewed the change and meaning of the presentation of the concept according to the revision of the curriculum. The maintenance, correction, and deletion of specific educational contents in the process of curriculum revision are meaningful, because they can examine the perception of the educational community toward the content and its changes. This concept came to be regarded as an ambiguous concept for pre-primary elementary school teachers, which is due to ambiguity at the poetic theoretical level and the context of these educational discussions. Against this background, the research significance of the study was that it provided a critical review of the curriculum. As the curriculum underwent series of revisions, hierarchical learning content and educational orientation changed according to the development of learners. The concept of “sensuous expression,” which was introduced during the fifth curriculum, was an indication of the characteristics of poetic language at the beginning of its emergence and encompassed the intention and effect of expression in literary works. However, with repeated revisions, the design of activity-oriented language learning, which was emphasized at the elementary school level, was applied along with changes in the principle of content organization within literature. As a result, the foundation of poetic theory was weakened, and only the effect of the rhetorical level was emphasized. It was comprehensively addressed without discrimination at the level of linguistic expression. This study specifically confirmed this series of diachronic flows by examining the textbooks under the 2015 revised curriculum, which is the most recent one, and drew implications for elementary school education. The implications are as follows. First, the educational content of “sensuous expression” should be based on a review of the representation of literature as a more essential educational content as well as the sensuous expression effect. Second, sensuous expression should be addressed within more earnest as an interpretation and expression activity at the level of the learner’s production activity and considered as a focused linguistic expression for the sensuous image instead of the sensuous experience itself. Based on these implications, the study hopes that the confusion related to sensuous expression can be relatively alleviated.