경험서사 창작교육을 위한 대학생 독자의 자기서사 분석

Abstract

This study considers the failure of learners to discover problematic events for writing experientialnarratives as a problem situation faced by experiential narrative writing education, and examines theconcept of 'the epic of self' in literature therapy from the perspective of experiential narrative writingeducation to solve this I did. In literary therapy, self-narrative is a concept that corresponds to thenarrative of works, and is based on the perspective of seeing humans as narrative beings. and readersdiscover their own fundamental problems based on the epic of literary work and make it into the epicof self. From the perspective of experiential narrative writing education, the following significancecould be found. The first is an integrated activity of reading and writing, which can reduce the burdenon learners' writing. The second is dialogic in that he discovers another image of himself whilereading the work. Third, it is possible to positively change learners' attitudes of life through correctionof the epic of self through the epic of literary work. The epic of self of the university students' readers was analyzed based on the creative educationalsignificance of the experiential narrative of the epic of self reviewed above. As a result of theanalysis, it was found that the epic of self of university students' readers was largely composed of'composition of the epic of literary work'-'trigger of the epic of self'-'correction of the epic of self'. This structure of the epic of self contributes greatly to the expansion of experiential narrative writingeducation in that it helps learners lead to natural the epic of self writing by confronting memoriesthey had not thought of through the literary work. In the process of such educational practice, it isexpected that learners will be able to feel the joy of reading literature and writing narratives.