동화의 공간 이해 학습을 위한 학습자의 체험 공간 구성 방안

Abstract

Humans acquire a sense of place by recognizing the space in which they live in their own way. At this time, specific experiences of space cause emotional memories such as feelings, emotions, and images about space. Even in narrative literature, characters develop relationships with special spaces, revealing and achieving their desires. When guiding the space, which is the basic element of such narrative literature, it is necessary for learners to construct the character's experiential space and explore its meaning. However, the recent aspect of space understanding education conducted in elementary education guides the setting of stories of children in absolute space and time. In order to solve this problem, educational principles were extracted using the concept of ‘experience space’ which is David Harvey’ theory. Unlike physical and absolute spaces, spaces recognized according to human experiences are called “experience spaces,” and experience spaces become living conditions that guarantee human growth and resistance at the same time. Using these principles, 4th-grade elementary school students read the Space Hotel and conducted activities to organize the character’s experience space. In order to help students understand the concept of experiential space, they shared their thoughts and feelings about classroom space and discussed the effect of meaning on individual behavior. After that, for the various spaces presented in fairy tales, the meaning as an experiential space was searched from the character’s point of view. In this process, students deeply sympathized with the character’s words and actions, and showed a pattern of more immersion in the story. It was confirmed that the experience space is effective as a learning principle for understanding the space of fairy tales, and can be used as a mechanism to grasp the relationship between characters, events, and settings, which are components of stories for children.