어린이문학교육의 문제점과 발전 방향 (89-110) - 2007 개정 교육과정을 중심으로 -
Problems and the Direction of Development in Early Children’s Literary Education
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This study aims to examine the function of literary education in early childhood level with special focus on the curriculum. To begin with, the curriculum of early childhood education still lack systematization. It has problems of 7th curriculum without critical reflections. It reveals many problems in the aspects of level, attitude, indifference to the literature, and connection to that of elementary education. In addition, it still needs to overcome the functional perspectives on language teaching. To ameliorate the situation, some corrective measures need to be taken. First of all, the gravity of literature in the curriculum should be expanded to balance with the skill-oriented syllabus. Further, genre-based approach to literature teaching should be implemented in the classroom. To do this, basic genres should be the axis of educational content. Second, achievement criteria should be presented comprehensively to strengthen the content. The core of literature education should be literary works. Lastly, the distinction between the activity domain and the content domain should be clear-cut. Otherwise the activity can be recognized as the essential part of the teaching. In that case, ‘reading to learn’ becomes ‘learning to read’. Students learn the world through the reading activity itself not through the knowledge about essentials of reading.
Abstract
This study aims to examine the function of literary education in early childhood level with special focus on the curriculum. To begin with, the curriculum of early childhood education still lack systematization. It has problems of 7th curriculum without critical reflections. It reveals many problems in the aspects of level, attitude, indifference to the literature, and connection to that of elementary education. In addition, it still needs to overcome the functional perspectives on language teaching. To ameliorate the situation, some corrective measures need to be taken. First of all, the gravity of literature in the curriculum should be expanded to balance with the skill-oriented syllabus. Further, genre-based approach to literature teaching should be implemented in the classroom. To do this, basic genres should be the axis of educational content. Second, achievement criteria should be presented comprehensively to strengthen the content. The core of literature education should be literary works. Lastly, the distinction between the activity domain and the content domain should be clear-cut. Otherwise the activity can be recognized as the essential part of the teaching. In that case, ‘reading to learn’ becomes ‘learning to read’. Students learn the world through the reading activity itself not through the knowledge about essentials of reading.
참고문헌 (21)
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