교육과정에서 독서와 문학의 관계 연구

Abstract

This study aimed to described and explained the relation of reading education and literature education. I searched the history of reading education from modern recent times to the 7th curriculum. I divided the history into two parts ; the one is pre-curriculum, the other is the period of curriculum. The former are composed of two subject. The reading comprehension were important components of reading needs. In modern recent times, these components were attached importance by scholars. In Japanese Imperialism, many reading articles regarded literature as important. But in this time, literature was regarded as entertainment. So the reading acts treated a matter lightly. The latter were composed of experience-skills reading and the science of reading education(독서교육학). The experience-skills reading education was appeared by Gyosu-Yomok(敎授要目). In this times, the reading theory focused on experience and technique. Reading curriculum composed of reading factors and skills. From the First to Third Curriculum were New Making Period. In these times, the reading education curriculum composed of experience components. The third curriculum took notice of ‘reading comprehension’. The fourth and the fifth curriculum called by the name of Development Period. Korean educational components were divided into three domain; expression-comprehension, language and literature. So in these times, many scholars focused on the reading methods. In 1986, many Korean education scholar raised the question of the science of Korean education. The Korean education theory were established by these efforts. By the results, the science of reading means “the study of reading comprehension” and it’s nature, manner, principal and practice. The sixth and seventh reading curriculum were composed these factors. I believed the relation of reading education and literature education are complementary relation. But the literacy and reading comprehension are based on the literature education.