문학교육 내용 ‘맥락’의 요소 및 지도 방법 연구 - 상호문화적 읽기 활동을 중심으로 -
Contents and Teaching Method - On the Basis of Intercultural Reading ctivity -
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The meaning and category of ‘context’ that specifically works in the acceptance of literature were investigated in the division of acceptance context, production context, literature history context and theme. Then, they were arranged on the basis of ‘example of contents element’ resented in the meaning and curriculum by dividing the education contents element in the curriculum literature area ‘context’ category into the entity of acceptance and production, socio-cultural context and literature history context. In addition to this discussion, the instruction direction was searched. First, the importance of teaching ‘context’ was checked as the course of entity to experience in literature. Second, it was clearly defined that teaching the ‘context’ contents on the entity of acceptance and production requires the teaching and design of experience by the entity. Third, it was asserted that teaching the ‘context’ contents on the socio-cultural context needs to be based on inter culture. Fourth, the element of contents in literature history context teach the literature history context that is closely related to the experience in literature. However, the necessity to provide the retrospective opportunity for learner to experience literature was suggested. Based on this discussion, intercultural reading activity was suggested as method to teaching the ‘context’ in reading literature. Especially, the teaching method was presented in the division of intercultural reading activity among readers, intercultural reading activity between author and reader and intercultural reading activity in the readers.
Abstract
The meaning and category of ‘context’ that specifically works in the acceptance of literature were investigated in the division of acceptance context, production context, literature history context and theme. Then, they were arranged on the basis of ‘example of contents element’ resented in the meaning and curriculum by dividing the education contents element in the curriculum literature area ‘context’ category into the entity of acceptance and production, socio-cultural context and literature history context. In addition to this discussion, the instruction direction was searched. First, the importance of teaching ‘context’ was checked as the course of entity to experience in literature. Second, it was clearly defined that teaching the ‘context’ contents on the entity of acceptance and production requires the teaching and design of experience by the entity. Third, it was asserted that teaching the ‘context’ contents on the socio-cultural context needs to be based on inter culture. Fourth, the element of contents in literature history context teach the literature history context that is closely related to the experience in literature. However, the necessity to provide the retrospective opportunity for learner to experience literature was suggested. Based on this discussion, intercultural reading activity was suggested as method to teaching the ‘context’ in reading literature. Especially, the teaching method was presented in the division of intercultural reading activity among readers, intercultural reading activity between author and reader and intercultural reading activity in the readers.
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