초등 시교육에서 ‘감각 이미지’ 수용의 변화 탐색 - 2015 개정 교육과정과 2022 개정 교육과정 비교를 중심으로 -

Abstract

The purpose of this study is to compare and examine the patterns of sensory image acceptance in the 2015 and 2022 revised curriculums to examine the changes in sensory image acceptance in the 2022 revised curriculum. In poetry education, sensory images are largely divided into two meanings. One is an image dimension in which a sensory appearance or feeling of an object arises in the mind by a sensory organ (five senses), and the other is a literary form dimension that embodies the subject or idea of a poem through sensory images. Until now, elementary school education has taken a limited approach that focuses on images of sensory image education. This is the result of over-emphasizing the sensory properties by recognizing the sensory image as a component of the work. In reflection on this, it was argued that sensory image education should move toward literary formality through imagery, but it was still at the level of image. In this study, the 2015 and 2015 revised Korean language curriculum were compared and reviewed to see if there has been any change in the acceptance of sensory image education content that has been focused on the image dimension. As a result, the 2022 revised Korean language curriculum partially resolved the educational content that had been focused on image and reinforced the content of literary form. In particular, in the 3rd and 4th grades, the proportion of literary formality in both achievement standards and achievement standard commentary showed an expanded change. In order for these changes to be educational effective, activities that focus on learner psychological action rather than learning about sensory images themselves in sensory image education need to be devised.