소설교육과 서사적 정체성
The Education of Novel and Narrative Identity
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
How do students form narrative identity through "The House of A Girl". Narrative identify was formed by reception of story in some group. "The House of A Girl" create national consciousness and sense by fiction of historical matter. Stories which express historical fiction make us think about racial task. "The House of A Girl" was comprised of grant value to normal experience. It describes story as if narrator "I" says his experience. The experience is memory which people in same group can commonly sympathize. The Novel of historical narrative is represented a national ideology again and again. Within national consciousness and sense, we will reached the goal that literary education identified the national spirit. Students are unified a member of a nation through reading work of the textbook. "The House of A Girl" is fit to be the goal of literary education. When students read the work of textbook, they are disciplined with the national code. In the result, students are constructed the narrative identity that literary education have for their object.
Abstract
How do students form narrative identity through "The House of A Girl". Narrative identify was formed by reception of story in some group. "The House of A Girl" create national consciousness and sense by fiction of historical matter. Stories which express historical fiction make us think about racial task. "The House of A Girl" was comprised of grant value to normal experience. It describes story as if narrator "I" says his experience. The experience is memory which people in same group can commonly sympathize. The Novel of historical narrative is represented a national ideology again and again. Within national consciousness and sense, we will reached the goal that literary education identified the national spirit. Students are unified a member of a nation through reading work of the textbook. "The House of A Girl" is fit to be the goal of literary education. When students read the work of textbook, they are disciplined with the national code. In the result, students are constructed the narrative identity that literary education have for their object.
참고문헌 (17)
- 김상욱, "소설교육의 방법연구" (1996), 서울대출판부
- 변학수, "문학적 기억의 탄생" (2008), 열린책들
- 오선민, "국민문학으로서의 소설 in: 국민국가의 정치적 상상력" (2004), 소명
- 최시한, "소설의 해석과 교육" (2005), 문학과지성사
- 한만수, "1930년대 ‘향토’의 발견과 검열 우회", 한국문학이론과 비평, 10(1), pp.379~402 (2006), 한국문학이론과비평학회
- 가브리엘레 루치우스 회네, "이야기 분석" (2006), 역락
- 니시카와 나가오, "국민이라는 괴물" (2002), 소명
- 마르크 블로크, "역사를 위한 변명" (2000), 한길사
- 모치다 유키오, "기억과 망각" (2000), 삼인
- 베네딕트 앤더슨, "상상의 공동체" (2002), 나남
- 오카 마리, "기억 서사" (2004), 소명출판
- 에드워드 렐프, "장소와 장소상실" (2003), 서광사
- 이푸 투안, "공간과 장소" (1995), 대륜
- 제임스 그리블, "문학교육론" (1987), 문예출판사
- 폴 리쾨르, "시간과 이야기 3권" (2004), 문학과지성사
- 폴 리쾨르, "해석학과 인문사회과학" (2003), 서광사
- 프라센지트 투아라, "민족으로부터 역사를 구출하기" (2004), 삼인