외국 국어 교과서의 운율 교육내용 비교연구

Abstract

The revised curriculum of 2015 for the Korean language did not include any achievement standard that specifies the concept of “rhyme and meter”, resulting in a weakened secondary school prosody education. Furthermore, the proportion of classical poetry works included in Korean middle-school textbooks was reduced. It is necessary to examine whether this is an improvement in the curriculum that considers the level and interest of learners, or whether prosody education and classical poetry face unfortunate changes without making efforts to improve educational contents. Hence, I examined the prosody education contents in middle school language textbooks of foreign countries for comparison. France and Germany, who share European lyrical traditions despite the difference in languages, were selected as representative countries as their textbooks have already been studied in Korea. Therefore, the prosody unit in their language textbook for the first year of middle school was compared and reviewed with their corresponding language curricula in France and Germany. An examination of the prosody education contents of middle-school language textbooks in both countries could be instrumental in improving Korean literature education as well. First, it was impressive that their textbooks introduced abundant poems from the classical to the contemporary period, encouraging students to encounter various prosodic features. Second, these textbooks first explain the concepts of poetic line and stanza, before clarifying about rhyme and meter. And then it is necessary to establish a learning activity system that facilitates reading by metric chunking, reciting, and creating poems. Third, because Korean poetry does not primarily construct rhymes, the content of prosody education can be concretized and systematized by focusing on its development of various repetitions.