고등 문학 교과서 텍스트에 대한 교사와 학생들의 반응 연구

Abstract

This study investigated teachers' and students' responses to the literary texts of Literature textbooks based on 2009 revised curriculum. Survey data from 386 highschool teachers and 256 students were gathered for analysis. Major findings of this study were as follow. First, teachers put strong emphasis on literary works which were highly evaluated in literary history and believed to be good for students' characters. Students preferred popular songs, comic, popular novels and loved poems relatively. Second, teachers showed a tendency on lyric genre such as modern poetry and classical poetry. Students preferred narrative genre in order of novel, play/scenario, poetry, and essay. Third, teachers and students were interested in modern and popular works. On the other hand, they seemed to feel difficulty in dealing with works which has unfamiliar words or expressions. Forth, teachers and students had a tendency to judge the appropriateness of texts based on the degree of interest. The relation of the degree of interest and the level of appropriateness as a text for a textbook was high in contrast of the degree of interest and the level of text difficulty. Fifth, teachers taught mainly texts with highly-evaluated literary works and did not teach latest or foreign works. The result of the study suggests some implications for developing Literature textbooks. First, it is important to consider not only the level of text difficulty but also the degree of readers' interest in each text in selection of literary works for textbooks. Second, literature textbook should be include a variety of genres because the interest of a text by teachers and by students is not isomorphic. Finally, textbook developers should make constant effort to explore interesting literary works for students among the highly evaluated works.