현대시 교육에서 학습자 주도성의 범주와 협력적 시 읽기에 대한 이론적 고찰 - 질문형성기법을 중심으로

Abstract

The purpose of this study is to examine the category of ‘study agency’ and to explore collaborative readings starting from learners' questions in modern poetry education. First, this study examines the categories of ‘study agency’ that should be considered in the literature class. This categorization provides a theoretical foundation for an integrated consideration of cognitive as well as affective responses, intrapersonal as well as contextual engagement of learners. The teaching and learning design for study agency needs to start with learner questions, not with teacher questions. To this end, this study applied the question formulation technique of Dan Rothstein and Ruth Santana to explore the process of collaborative reading. The idea is to use learners' various responses and questions as the core material of the lesson, so that they can experience the process of jointly constructing the meaning of the text. Through a collaborative reading process that starts with a question focus and goes on to formulating questions, elaborating questions, categorizing questions, selecting central questions, solving problems, presenting and reflecting, learners can develop a critical eye while experiencing a diversity of responses and differences in interpretation.