한국 현대문학교육의 도정(道程)과 방향
The Process and Direction of Korean Modern Literature’s Education
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The Purpose of this thesis is to find the direction that modern literature’s education should advance on the basis of the process and self-reflection of korean modern literature’s education. It was 1970s that Korean modern literature’s study was noticed as main object in learning. However, modern literature’s education substantially started immediately after liberation from Japanese Imperalism. During Liberation’s period(1945~1950), many Korean textbooks and reading books were published owing to the needs and demands for the Korean language and letters. Lots of modern literary works were included in the Korean textbooks in this period, so modern literature’s education began with them. After going through the Korean government formation(1948) and the Korean War outbreak(1950), Korean textbooks were strongly influenced by nationalism. Likewise, the process of literature work’s canonization can’t but be influenced by dominant ideology. Main discourses of modern literature’s education were anti-communism and New Criticism and etc. Since then, education of modern literature has greatly expanded to the problems of study method and teaching-learning method as well as analysis of texts. Rapidly changing paradigm of education and sociocultural context effected partially on the elements of modern literature’s education. Consequently, literary history’s main canons began to being dealt with in education’s canons. Besides, teaching-learning method is taking from analysis of texts to development of learner’s literary ability. To verify the direction of Korean modern literature’s education, we should introspect about the process of Korean modern literature’s education thoroughly. Therefore, this thesis treated the problems of canonization, method of literature study, teaching-learning method and etc. in order to accomplish this purpose. The non-solved problem in this thesis could not solve will be treated later.
Abstract
The Purpose of this thesis is to find the direction that modern literature’s education should advance on the basis of the process and self-reflection of korean modern literature’s education. It was 1970s that Korean modern literature’s study was noticed as main object in learning. However, modern literature’s education substantially started immediately after liberation from Japanese Imperalism. During Liberation’s period(1945~1950), many Korean textbooks and reading books were published owing to the needs and demands for the Korean language and letters. Lots of modern literary works were included in the Korean textbooks in this period, so modern literature’s education began with them. After going through the Korean government formation(1948) and the Korean War outbreak(1950), Korean textbooks were strongly influenced by nationalism. Likewise, the process of literature work’s canonization can’t but be influenced by dominant ideology. Main discourses of modern literature’s education were anti-communism and New Criticism and etc. Since then, education of modern literature has greatly expanded to the problems of study method and teaching-learning method as well as analysis of texts. Rapidly changing paradigm of education and sociocultural context effected partially on the elements of modern literature’s education. Consequently, literary history’s main canons began to being dealt with in education’s canons. Besides, teaching-learning method is taking from analysis of texts to development of learner’s literary ability. To verify the direction of Korean modern literature’s education, we should introspect about the process of Korean modern literature’s education thoroughly. Therefore, this thesis treated the problems of canonization, method of literature study, teaching-learning method and etc. in order to accomplish this purpose. The non-solved problem in this thesis could not solve will be treated later.
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