시적 능력의 구조와 문제해결 과정으로서의 시 교육 방법

Abstract

The paradigm of poetic education has shifted from text-based interpretation to reader-based response. In spite of the shift of paradigm, there is no substantial changes in addition to emphasize the open attitude toward the diversity of interpretations. This problem includes the theoretical and practical difficulty of 'Anarchism of interpretation'. But It is a fundamental problem that there is no specific methods to make the reader participate actively in interpretation of poetry text. It is needed to reconstruct educationally method of interpretation of poetry text in order to make an inexperienced readers to response subjectively to text. This paper examines the structure of 'poetic competence' to be expected to achieve through poetic education and demonstrates that it is meta-cognitive strategies of 'Questioning' and 'Repeated reading' to be required in reading poetry text. The semantic vacancy in poetry text brings stratified questions to reader and enforces repeated reading. This Questioning and repeated reading are the procedure of self-readjustment to solve problems in indeterminacy of semantic vacancy in poetry text. Therefore this paper would establish the reading of poetry text as the process of problem solving and suggest the problem solving model by stages in critical reading, text-based reading, context-based reading, and integrative reading. This problem solving model would integrate critical theories into a practical field of poetic education. Next, this model would design teaching-learning stages from open responses of reader to appropriate and elaborate interpretations of reader. Last, this model would realize the lerner-centered instruction by setting the learner as a subject of problem solving and the teacher as a guide of questioning strategies.