아동청소년문학 비평에서성찰의 작용 방식 탐색 -김젬마, 이하나, 이혜수의 비평을 중심으로-

Abstract

The purpose of this study is to obtain implications for literary education by exploring how reflection works in criticism of children’s and adolescent literature. To this end, first, I reviewed critical theory focusing on readers and discussed the meaning of reflection and its operating process in criticism. Next, I explored the way readers’ reflection works in the actual discourse of criticism of children’s and youth literature, and analyzed the meaning and process of reflection in each mode of action. As a result, the function of reflection in criticism is, first, to recognize what reactions are evoked in oneself, including emotions and perceptions; second, to objectively understand what the overall and partial reactions to the entire work originated from in the text; Third, it was discussed that the meaning of the work interpreted through one’s own reaction is a process of evaluating the entire work based on reflection on the impact or change it had on oneself. In addition, as a result of analyzing actual criticism of children’s and adolescent literature, ‘interpretation of desires pursued by characters’, ‘discovery of meaning of events’, and ‘experience of emotions induced by a fantasy world’ were derived as the modes of reflection in criticism. Each method of operation can be used as a point for learners to construct interpretations and judgments about the work, and the content elements of the interpretation and appreciation categories presented by the curriculum, such as characters, events, and background, are used by learners to carry out criticism. It was proposed to specify the educational contents of the critical category based on the way reflection works so that it can have practical meaning. As a way to trigger learners’ reflection in critical activities, it was proposed to use scenes in which the desires pursued by characters, the meaning of events, and the shape of a fantasy world are prominent. In addition, it was suggested that educational support is needed to embody and communicate changes in emotions and perceptions.