고등학교 『문학』 교과서에 수록된 외국문학 제재의 성격과 함의 연구 - 2015 개정 국어과 교육과정의 『문학』 교과서 10종을 중심으로 -

Abstract

This paper analyzes the current status and characteristics of foreign literary subjects in the 10 kinds of high school literature textbooks that have been newly compiled based on the 2015 revised Korean language curriculum. Through this, we will examine the characteristic of the foreign literature canon and reflect on the values and directions that literary education should pursue at school sites. The content and formulation of foreign literature are systematically presented based on the curriculum. The content elements and achievement standards of foreign literature are as follows: First, in the literature course of the revised curriculum, the content element directly related to foreign literature is “Korean literature and foreign literature.” Second, “The Development of Korean Literature,” which has a content linkage with “Korean Literature and Foreign Literature,” was newly added to the curriculum. The following characteristics can be confirmed by examining the literature research methods and the aspects of tricontinentalism in selecting and collecting foreign literature subjects in the textbook. First, the foreign literature subjects of the 10 kinds of Literature textbooks compiled by the 2015 Korean Language Curriculum repeatedly reproduce European tradition and prestige. However, the proportion of literature from Latin American and Africa was further reduced. Second, the proportion of Chinese literature among Asian works is significantly higher. However, it can be seen that new literature from countries such as Mongolia, Vietnam, and Pakistan are also included. Third, only 15 of the 42 foreign literary works included in the “Literature” textbook consist of main text. Thus, it was confirmed that Western European literature texts comprise the majority of the texts of the 10 kinds of literature textbooks based on the 2015 revised Korean language curriculum. This research suggests that in selecting “foreign literature” texts in high school “Literature” textbooks, first, it is necessary to improve the morphology of selecting a text that is biased to a specific continent and to focus on famous authors; second, the work of contemporary artists should also be provided in textbooks; and third, more foreign literature works should be covered as main text.