학습자의 심미적 정서 유발을 위한 교사의 역할 - 비고츠키(Vygotsky) 예술심리학을 중심으로 -

Abstract

The purpose of this study is to suggest the role of the teacher in evoking the aesthetic emotions of learners in literature education. For this purpose, the concept of aesthetic emotion in narrative communication was examined with Vygotsky’s Psychology of Art, and the necessity of literary education was confirmed in the process of developing the aesthetic emotion of children’s readers. This study looked at the origin of aesthetic emotions in children’s and youth literature works and further explored the role of teachers to evoke learners’ ‘aesthetic emotions’. As a result, aesthetic emotions arise when the emotions arising from the materials and forms of art cause conflicts and contradictions with each other. It is a state of transformation (catharsis) into a new state of emotion that has not been experienced at the previous level of consciousness. It is the driving force and higher mental function to expand the existing perception and perception in a broader and deeper way than before. Teachers should help children’s readers to recognize the emotions arising from the materials and forms of children’s and youth literature by dynamically interacting with the text. Teachers can use points of conflict between ① the event and the style, ② the event and the narrator’s voice, and ③ the character and the narrator’s voice. In order to induce the learner’s aesthetic emotions, first, the teacher should guide the learner to easily understand the confrontation of the elements involved in the point of contradiction and conflict. Second, at the point where the materials and forms of literary works contradict each other, it is necessary to provide a linguistic stimulus to maximize and feel the opposing effects of the forms. Third, teachers should provide various linguistic assistance including their own thinking processes so that the unconsciously formed emotions in the process of constructing new thoughts and emotions through emotional conflict are materialized in the learners’ consciousness.