동시의 수용ㆍ창작수업 연구

Abstract

Korean literature class has focused on teachers interpreting works from the viewpoints of neo-criticism and composition theories based on formalism and trying to infuse students with what they think of as objective knowledge with cognition and results highlighted in class. Criticising this kind of teacher-work centered literary educational view, Reception Theory, social constructionism or dialogism that brings a new paradigm and movement in composition education to the surface. The 7th curriculum had added ‘the practices of Reception and creation of works’ to the domain of literature for the first time by dint of reflecting a new paradigm and movement of literature education and had laid a foundation for literature education concentrating on the response and production of readers. But it leaves something to be desired in terms of its specific strategics and methods; the 7th curriculum doesn't break away from the conventional ways of literature education. Therefore, the researcher took a look at the educational meaning and context of ‘literature Reception and Creation’ newly introduced in the 7th curriculum, took into consideration the attributes of children's verses and the speciality of the education of children's verses and shed light on the principles and direction of the education of children's verses in terms of practicality. And the researcher dwelt on the cases where ‘literature class’ was applied by trying to find several meaningful methods with some connection between such principles and direction. And the researcher presented teaching plans with a view to making it possible to conduct class based on the stepwise models of these methods.