텍스트 감상에서 인지도구를 활용한 상상력 교육 방안 연구

Abstract

The purpose of this study is to propose an educational method to promote the imagination of elementary school learners with limitations in life experience. To this end, first, based on Vygotsky's imagination theory, the relationship between imagination and experience, imagination and emotion as a process of thinking was discussed, and the way learners' imagination was handled in literature classes centering on Korean language textbooks was examined. Imagination is based on experience, and emotion triggers imagination. Since elementary school learners' experiences are very limited, it is necessary to provide imagination education that can compensate for the limitations of experiences by creating a context other than the experience. However, the current literature education is mainly limited to the method of relying on the text itself or direct or indirect experiences related to the text. In order to find educational methods to prepare various resources that can be mobilized other than experience and to create an environment that can trigger imagination, this paper examines imagination as a psychological act that encompasses cognitive and affective domains, and experiences necessary for imagination. It was discussed that the knowledge that compensates for the lack of resources is not enough to feel and imagine the work, that emotions work as an opportunity to trigger the thinking process of imagination, and that the reader's imagination is a psychological motive for operating. Next, as an educational method to support the above problems in text appreciation, the use of Egan's recognition tool was proposed. In literature education, Egan's cognitive tool can be used not only as a search for various knowledge to supplement learners' limited experience, but also as a strategy and activity that arouses learners' emotions in the process of appreciating texts. should be usable for The application of cognitive tools in literature education can be set in the dimensions of 'promoting imagination through the expansion of experience and knowledge' and 'promoting imagination through the connection between text and emotion'. In the first category, ‘opposite pairs,’ ‘extreme experience and limits of reality,’ and ‘collection’ were proposed, and in the second category, ‘sense of wonder’, ‘identification with the hero’, and ‘play’ were suggested.