문학 교재 구성에서 문학사 교육의 재인식

Abstract

Literary history education make literary learners not only view literary value of individual works deeply but cultivate discernment to settle them in the system of whole literature, in so far as to fulfill the role to unify literary value and their lives. In this regards, Literary history education must be accomplished positively in the process of interpretation and understanding of individual works, not with literary history already written. Although the 7th curriculum of <Literature> includes the education of literary history in the content of 'literature culture', presenting important educational moment that recognize literary history as a unification of mental history and generic history, the textbooks show mixture of generic theory and historical theory, or chronological enumeration of canons. As the descriptive method of literary history can generally be classified to organic model or dialectic model, they all have a defect for the conformity of literary history education. So, we must reconsider the descriptive method of literary history within the thought of literary education. In this regards, revised curriculum of <Literature> shows us progressive aspects especially in teaching-learning method plan, as for requiring the recognition of standards of literary history, critical prospects, transferable works, creativity and imagination adding the typicality, life experience of learners, various sub-realms of Korean and world literature and so on. After all, literary history education must be reconstructed to the direction of enlarging the meta-discourse of value and politics, or human and sociological unified thought. To fulfill this, subjective approach including various sub-genres and unified approach based on inter-textuality are essential in the process of constructing textbook.