융합교육[STEAM]을 활용한 한문과 신화교육 교과서 적용 방안 연구 - 주몽신화 융합교육 사례를 중심으로

Abstract

Every influential country in world history has the birth myth of its nation. Especially, what is the meaning of the birth myth of a nation in ancient countries? The founders of nations needed an authority to rule its subjects. They got God’s help to establish a legitimate authority of rule, and made a connection with sacred God. In other words, the function of the birth myth of a nation tends to be political by emphasizing sacred character of the group of nation founders as the birth myth of a nation and the myth of royal authority. They emphasize their countries are ruled by sacred God’s descendants as a lineal ascendant of God so that they are to secure the justification of rule and the legitimacy of founding nation. Like these, the birth myth of our nation including stories of God is created. However, there are two ironic sides to our myth. One is it is familiar story and the other is it is an unfamiliar riddle. What is the reason? It is because of our ignorance of the myth and the limited education of Chinese character and classical literature. It is a natural result from the school where it has a back ward education reality and focus its educational purpose only on the contents matter of subjects. Our myth education in the text book of Chinese and classical literature is getting neglected. We are facing to the pitiful reality where the true meaning of myth education is fading away like a stuffed bird on a showcase. We have to be concerned about the best solutions for the situation. The change of education paradigm is highly required for the educational renovation with a great insight in a vast knowledge and information of digital era when the circumstances change rapidly. I suggest the two solutions in an education paradigm through an educational renovation which is able to make two subjects, Chinese character and classical literature, coexist in. First, a sense of purpose why people learn Chinese characters and classical literature is highly required to be changed. Literature is a subarea of art, so drastic change to the culture and arts centered education in which sensibility and emotion are principal. Following flow of the time when Emotional Quotient is getting emphasized and important, share an emotional move and pleasure, develop one’s character by active use of artistic materials such as songs, painting works, plays and videos in Chinese character education. Second, In the educational reality of the circumstances changing rapidly, to reorganize education by ‘Integral making-present’ is the way to coexist the myth education within and without the other two subjects. In Chinese character subject’s own area, not emphasize only the subject matter of Chinese character but overcome a barrier between subjects by integrate subjects well-matched with Chinese character. Now when it is moving to an era of multimedia, the proper education for the time needs to do both a multi factor discussion and a multi factor approach, so education reorganization which is integrated with well-matched subjects is absolutely necessary, not to be separate in different subjects. On the myth education, STEAM is used for teaching and learning method which is reorganized following to current educational flow and approaches in an integrate education. The first Korean myth of hero which is studied by integral making-present that expresses liberal arts and clarifies positive and scientific theory by STEM integrated with science, math, technology and engineering is the birth myth of Goguryeo Kingdom, the myth of Jumong. 2of 14 middle school Chinese character textbooks in 2013 in accordance with 2009 revised curriculum which is currently in use contain the myth of Jumong. 2 of 11 high school Chinese character textbooks contain contents of ‘the myth of Jumong, progenitor of Goguryeo.’ Arrange teaching contents per each class by composing project lesson plans and presenting three dimensional teaching and learning model based on the types and study plan of STEAM on the myth of Jumong. I hope this thesis will be a stepping stone to the improvement of Chinese character subject teaching materials by helping our myth education to find the way of lively co-existing and to satisfy both the true values and educational effects of myth education.