초등 문학 영역 교육과정에서 허구의 의미에 대한 반성적 고찰

Abstract

The purpose of this study is to reflectively examine the accepted aspects of fictional concepts in literature education and to suggest directions for the acceptance of fictional concepts in literature education. To this end, in the light of fiction theory, the theoretical discussion on 'fiction' in literature education and the curriculum for elementary school literature will be reviewed. Literary education's notion of 'fiction' is well expressed in the definition of a novel, 'a story made up by an author of what is likely to happen in reality'. At this time, fiction has two meanings: something that is not fact or reality, and a device devised by the author to convey his intentions. If you do, it means: The definition of the semantic point of view of a fiction has a limitation in that it cannot explain the value and meaning of fiction in literary education by explaining the fiction in an opposing relationship with reality. If we look at the concept of fiction in literary education as speech-act theory, it needs to be expanded to the level of the reader because it is focused on the discussion at the text level. The results of examining the acceptance of the concept of fiction in the elementary school literature curriculum are as follows. In the meantime, elementary school level has taught fiction at an intuitive level that is inherent in the general property of fiction, a 'made-up story' by comparing and contrasting the world in the work with the real world. However, literature education should be able to help the reader to show imagination and subjectivity by leading the reader to understand that fiction is not a lie or vain but a world of possibilities and imagination through our emotions and immersion that fiction evokes. Therefore, in this paper, the literary education acceptance of the concept of fiction is proposed as follows. First, fiction should be defined not as a concept opposite to actual world, but as a concept complementary to actual world. Second, fiction should be expanded to a concept in which the world of the text is reconstructed by meeting the world of the reader. Fiction should be able to encompass not only the text but also the figure of the reader. As fiction is the opposite of fact, if it is cut off from reality and stays only within the text dimension, fiction cannot reach the learners as meaning in any way. Literature education needs to expand the meaning of fiction so that readers can exercise imagination and subjectivity.