일제강점기 초등교과서에 게재된 韓⋅日 전래동화 연구 -일본어로 출판된 <동화집>의 ‘동화’와 비교 중심으로-
A study of Korean and Japanese traditional fairy tales published in elementary school textbooks during the Japanese colonial period -Focusing on how narratives of those Fairy Tales were expressed in <Fairy tales> published in Japanese language-
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本研究では、日帝強占期の朝鮮総督府編纂教科書に出てきた「興夫と㐐夫」「浦島太郎」と童話の記述を比較した。『朝鮮童話集』に収録された「興夫と㐐夫」は、教科書では「興夫傳」というタイトルで興夫の善行、兄弟愛、報恩などを強調し、朝鮮の地名を消すという意圖が見えた。童話集で㐐夫の悪行とパガッジから出た内容物が大きくてはるかに詳細であり、その反転で多様に記述されて、子供たちに童話の楽しさと興味を与えていることが分かった。日本の傳来童話の中で教科書に最も多く収録されたのは「浦島太郎」だった。ひらがな、カタカナ、漢字を併用して、おとぎ話で日本語の学習を多様に教育したことが分かった。教科書では約束を守るという教訓を提示し、<童話集>では既存の「御伽草子」の内容と同様に構成された。<朝鮮語教科書>での朝鮮傳来童話は12編、<日本語教科書>では日本傳来童話は25編で、朝鮮児童にはるかに多くの日本の傳来童話を読むようにしたということが分かった。
Abstract
In this study, <Heungbujeon> and <Urashima Taro> in textbooks were compared with children’s book contents. The textbook, titled <Heungbu story>, emphasized the good deeds of Heungbu, brotherly love, and reply kindness, and also hinted at the plan to “shape the Joseon image.” In the fairy tale, Nolbu's evil deeds were described in various ways compared with textbooks. Among the traditional Japanese fairy tales, <Urashima Taro> was included most in textbooks. It was found that Japanese language learning was taught in various ways through fairy tales by combining hiragana, katakana, and kanji. In the textbook, the lesson of keeping promises was presented, and the fairy tale substance was similar to the contents of the existing <Otogijoshi>. The two stories have a narrative structure called “Animal requital of Kindness” In <Korean language textbooks>, there were 12 fairy tales of Joseon, and in <Japanese language textbooks>, there were 25 fairy tales from japan
참고문헌 (9)
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