초등 교과서 수록 동요・동시의 현황과 특징 —4차 교육과정기를 중심으로

Abstract

In this paper, current status and features of children’s songs andpoetry introduced in the elementary school textbooks during the 4thcurriculum were investigated. First notable is the fact that the number of writers and their worksintroduced in the textbooks is significantly increasing compared to thatduring previous curriculum. Yun Seok-jung, Kang So-cheon, ParkMok-wol, Park Du-jin, Jo Ji-hun and Jang Man-young forming themainstream of children’s literature and literary circles have maintainedthe place of canon writers. Writers and works have been quantitativelyincreased by the introduction of many works of rising writers whostarted their literary career through the annual spring literary contestsince the mid-1950s. However, this quantitative increase does notguarantee the qualitative diversity of works and materials withexcellent literary value proven by critical verification. As acceptanceand exclusion of materials of textbooks are made by very complex andmulti-layered factors such as cultural aspects, academic exchangeaspects and teaching and learning context where literary education isperformed, each implication can be studied. In the case of the 4th curriculum, social and cultural factors also influence the standards for selecting materials. As the national ideologywhich has been sustained in the third curriculum is being emphasized,only works suitable for “national spirit education” or desired for“formation of positive values” are introduced. Works revealing factorsrelated to “national spirit education” such as “Children of new nation”and “Children’s song” have been redundantly introduced in “Koreanlanguage and art” and “Music” textbooks and kept the position ofcanon by carrying out the practice of national policy and ideology. Among works excluded in “Korean language and art” textbooks, themelody has been added to some works and they have been redundantlyintroduced in “Music” textbooks. Thus, they have been succeeded asthe heritage of children’s literature and the canon of songs. As the analytical perspective of new criticism is applied to the site ofliterary education in the elementary school, works with “clear featuresin the form” have the priorities to be introduced in the “Koreanlanguage and art” textbooks. In terms of genres, works are selected toeasily explain the basic literary knowledge such as “system of stanza &line”, expression techniques such as metaphor, contrast and omissionand rhymes, images, etc. In terms of contents of expression, as it hasled to unification of materials of children’s songs and poetry with“children’s innocence theory (purism)”, it has a constant bias. It iscriticized. With respect to aspects of interpretation of works, it is foundthat the analytical perspective of new criticism excludes or rejectsworks which do not fit well and it modifies or deletes works to make itfit well. In the context of teaching and learning, the analytical perspective isconcluded to excessive analysis and a single explanation for works. Through detailed analysis and interpretation, the diversity of materials of children’s songs and poetry in the textbooks is significantly reducedand the value of works is promoted to be in a particular direction.