역사동화의 서사적 특성과 서사교육

Abstract

The purpose of this paper is to propose the direction for narrative education based on the narrative characteristics examined in historical fairy tales. The method is a comparison of these characteristics with those found in other contending fictional and historical narratives. Historical fairy tales are classified as fictional narratives but have characteristics unique to them, which set them apart from the rest of the fictional narratives. Historical fairy tales are a representation of the past. Authors of historical fairy tales develop historical chronotope. This is based on interpreting traces of the past, portraits of the characters and the events. On the other hand, fictional narratives are allowed the freedom of imagination. Historical fairy tales are also aesthetic narratives open to different interpretations of the past while historical narratives are knowledge narratives that dictate a single interpretation. Based on these narrative properties, this paper proposes the following as a desirable direction for the teaching of historical fairy tales. Student readers should be taught historical fairy tales so that: first, they have a clear understanding of the fictional element of the narrative and avoid misunderstanding them as meaningless fabrication or historical facts; second, they understand the historical chronotope, an essential element of historical fairy tales, and understand the text in the historical context; third, they build understanding of historical fairy tales through intertextuality and develop the capacity to critically evaluate how the authors perceive history. The purpose of this research is limited to providing the direction for narrative education based on historical fairy tales. However, its findings may contribute to drawing more detailed discussion based on empirical support. The discussion and support includes how historical fairy tales are accepted by student readers and the various textual analysis of historical fairy tales.