‘문학작품 읽어주기’를 통한 문학교육의 새로운 방향
New Directions of Literary Education through the ‘Reading Aloud’ of Literary Work
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The Korean language education is based on skill based Functionalism has been settled as the major paradigm of Korean language education after the 5th national curriculum. The current national curriculum is still under its influence. But the theoretical approach to first language education has rapidly shifted from cognitive and constructional approach to social constructional approach. The social-constructivism premises that the learning is constructed on the social level not on the individual level. One of the most effective learning method is having students discuss the literary work using a dialogue. Literary works as authentic materials, provide lively dialogues which consist of genuine questions and answers, and the explorations of meaningful problems. These activities are the ideal aspects of Korean language education. The present study aimed to heighten the dialogic literacy in the classroom discourse through the ‘reading aloud’ method. To do this, I adopted a scaffolding model of reading aloud, which is employed at the three phases of reading class: pre-reading, during-reading, and postreading. Also, this study presented sample activities using some literarytexts. With this new teaching model, both teachers and students cooperate to make a new meaning in the language classroom. In this respect, ‘reading aloud’ will be worked as a scaffolding for the authentic discussion
Abstract
The Korean language education is based on skill based Functionalism has been settled as the major paradigm of Korean language education after the 5th national curriculum. The current national curriculum is still under its influence. But the theoretical approach to first language education has rapidly shifted from cognitive and constructional approach to social constructional approach. The social-constructivism premises that the learning is constructed on the social level not on the individual level. One of the most effective learning method is having students discuss the literary work using a dialogue. Literary works as authentic materials, provide lively dialogues which consist of genuine questions and answers, and the explorations of meaningful problems. These activities are the ideal aspects of Korean language education. The present study aimed to heighten the dialogic literacy in the classroom discourse through the ‘reading aloud’ method. To do this, I adopted a scaffolding model of reading aloud, which is employed at the three phases of reading class: pre-reading, during-reading, and postreading. Also, this study presented sample activities using some literarytexts. With this new teaching model, both teachers and students cooperate to make a new meaning in the language classroom. In this respect, ‘reading aloud’ will be worked as a scaffolding for the authentic discussion
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