고전문학 전공 수업에서 대학생 학습자의 학술논문 활용 양상과 효용

Abstract

As the use of the Internet becomes more convenient and personal, electronic devices become increasingly popular, and the frequency of university students using academic papers in their major classes is rising. As a result of examining the use of academic papers in classical literature classes by university students majoring in Korean language education at a Korean university through questionnaires and interviews, it was found that they actively cited academic papers with clear goal orientation in accordance with the class assignment and presentation topic. In relation to the use of academic papers, the problems presented by college students were that they relied too much on a small number of papers, that they accepted literary works according to the viewpoint of the academic papers rather than establishing their own commentary hypothesis, and that they did not actively solve the questions and confusions that arose from reading the academic papers. Moreover, in the case of classical literature classes, it was found that the scope of searching for academic papers was narrower than that in modern literature classes, and the difference in perspectives between theses was not actively explored. In order to cope with these problems, instructors of classical literature major classes must intervene in the selection and utilization of the academic papers of the learners to secure the educational utility of reading the papers; instructors should provide a list of papers to be read so that learners can access as many different perspectives as possible, and encourage learners to read their own works based on the questions and confusions that arise from reading these papers. It can be a concrete method to compare and read papers that present conflicting interpretations of the same literary work. In addition, instructors of classical literature classes at universities should devise learning activities that allow learners to meta-inspect the logical structure of the academic papers and to develop an eye for criticizing the papers. In order to do this, learners must be given the task of explaining and evaluating the differences in perspectives between papers. They must be encouraged to read academic papers, not to uncritically accept the contents of the papers, but to judge the logical development method and the premised viewpoints of these papers and to use them subjectively in the interpretation of literary works.