문학교육 방법으로서 대화의 성격과 구조

Abstract

For dialogue to be useful as a method of literary education, teaching-learning models must realize its essence of reciprocity and circularity. All subjects participating in the conversation must speak out, conversations should be circulated without ending, and we must promote the growth of the subject through dialogue in the literature classroom. In this type of a classroom, the subjects that participate in conversation are learners, teachers, and literary works, each of which has their own voice; the growth of learners and teachers and the process of enriching literary works occurs together. This thesis introduces the concrete contents of Sijo education through circular dialogue, and proposes a modified model of teaching and learning that can realize such a circularity. The Sijo education presented here was based on the Sijo of Wolsandaegun, to which the process of circular dialogue was applied. By understanding the culture of the Joseon Dynasty and the genre of Sijo, students stopped seeing works only from the perspective of modern people; thus, they were able to fully appreciate this work and provide further interpretation. Through the process of conversation with students, teachers gained a new sense of problem and experienced a new reading of the work. The work came to be given a rich meaning in the classroom. A new interpretation of the work should be given not only within a group of researchers but also in the classroom.