강독 수업과 연계한 판소리계 소설 교재 제작 및 활용 방안 연구

Abstract

In the classical novel reading class, which is a major subject of Korean language and literature department and Korean language education department, pansori novels are frequently dealt with. At this time, it is necessary to set the standard of what to select as a reading class textbook among various annotated versions and check the use of textbooks for effective operation of the reading class. These days, annotated versions of classical novels are largely divided into modern translations for general readers and original texts for professional researchers. In the case of the reading class, students begin to read classical novels as general readers at the introduction stage, but ultimately they are aimed at having the ability to decipher original texts as major students. Therefore, it is necessary to utilize modern translations and original texts hierarchically. To do this, first of all, it should be clarified that the essence of the reading of the original text pursued by the reading class is the oral recitation in the community unit, and that the function of oral recitation is in expressing and deepening the emotional response of the audience to classical novels. Next, the class process should be hierarchized so that students who are still unfamiliar with oral recitation can get used to reading aloud by using the familiar silent reading method. At the beginning of the reading class, it is necessary to use the modern translation versions to focus on the contents through the silent reading, but it is necessary to gradually induce the students to experience the rich auditory elements contained in the original text and to increase the utilization of the original text. At the first stage of silent reading, focusing on imagining the emotion and atmosphere of the characters rather than acquiring detailed information is more important so that the result of silent reading can be the basis for coordinating the voice according to the emotional meaning of the scenes in the next stage of oral reading. Finally, the purpose of each step should be reflected in the production of textbooks. The modern translation versions that will be used in the silent reading stage should be able to stimulate the reader’s imagination and emotional responses by containing various image materials and presenting appropriate additional information in the quotations of poems. Based on this, it is necessary for students to reflect on their reading and to activate mutual criticism by making the textbook in the form of an audio file to be used in the oral reading stage of original texts.