읽기 교육에서 교육적 경험의 의미와 특성

Abstract

This study presents characteristics of the educational experience and specifically discusses educational experience’s meaning in reading education. In education, discussion of experience plays a role in revealing learners’ meaningful educational growth and development. Experience itself involves sensation or perception and functions as thought that processes what has been perceived, for instance, in reflective thinking. The Korean word for “experience” has two meanings, but in German, those two meanings are expressed by the two separate words “Erlebnis,” which means sensation or perception, and “Erfahrung,” which means an esthetic experience that includes thinking. Because “educational experience” includes reflecting and thinking beyond simply sensing or perceiving, it is often described in comparison to esthetic experience, to which it is closely related. In addition to characteristics of reflection and reflective thinking, educational experience includes principles of continuity and interaction. Of course, the same principle applies to the experience of reading education. Based on the above, replacing the experience of simply reading with actively experiencing and perceiving the text through an educational reading experience is difficult. In reading education, educational experience means integrating the experience of using strategies necessary for reading and understanding text and for expanding the reader’s thinking afterward. In other words, through text and the reading process, the educational reading experience includes using various successful reading strategies, along with expanding the reader’s thinking. Moreover, the text and the reader’s ability weight—important components in reading education—are considered important also in the educational reading experience. The reading process should allow the reader’s complex thinking to integrate with the selection of good textual material. However, the educational reading experience is expressed not only in good text or successful reading strategies, but also includes readers themselves as important components of the educational reading experience.