정의적 영역 성취기준을 반영한 문학 교과서학습 활동 연구 - 2015 교육과정의 성취기준 ‘자아 성찰과 타자 이해’를 중심으로 -

Abstract

The purpose of this paper is to examine how to reflect the content of learning related to 'self-reflection and other understanding' in the literary textbook among the achievement standards of the affective domain. In this way, we can understand that the personality education can be achieved by presenting the affective domain as creative learning activity in literature education. Creativity is shared between a cognitive and an affective personality, so learners can perform both knowledge and personality education while engaging in creative activities. In addition, for the education of the affirmative domain, we must utilize 'process-oriented evaluation', 'creative learning activity', and 'education to understand me and forget others'. There are ten literary textbooks based on the 2015 curriculum. The literary works selected for the achievement criteria of self - reflection and others' understanding change the attitude of the speaker and the characters in the works. They have the subject consciousness that is appropriate to the achievement standard. When analyzing learning activities reflecting the achievement standards of the affective domain, it is necessary to critically evaluate the criteria such as 'arrangement of learning', 'consideration of the level of learners', and 'schematized learning activities'. Considering the arrangement of learning, existing textbooks are likely to be the null curriculum at the end of the textbook, the achievement standard unit of the affective domain. In order to solve this problem, it is necessary to organize the achievement standard of the affective domain in the beginning of the textbook so that continuous personality education is possible. Depending on the learner level, we should use the medium in consideration of the learner's interest, and organize the activities so that voluntary reflection occurs. In criticizing schematized learning activities, there are schematized internalization, diary writing activities, and diagramming of activities for genre. In order to solve this problem, it is necessary to perform "step-by-step and specific internalization activities", "appreciation activities using counseling techniques", and "activities taking into account conflicts and round characters".