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초등학교와 중학교 문학교육의 연계성 연구

초등학교와 중학교 문학교육의 연계성 연구
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교육대학원 국어교육전공
이화여자대학교 교육대학원
A student who finishes elementary school course becomes a middle school student. The elementary school education and the secondary school education must be connected centering the student. This study began with some questions. Is it true that there are any developmental changes between the 6^th and the 7^th grade students? What is a proper literature text for them? I tried to investigate connections in the educational curriculum and in literature text , focusing on the 6^th and the 7^th grade. In chapter II, I assumed that the aim of literature education is the extension of literature ability. Literature ability is a capacity for producing and consumption of literary works in the whole course. I studied students' characteristics depending on a couple of categories, cognitive development, social development, physical development, reading ability and reading interests, and the mode and development of literary response. The study shows that there's no big change in development stage between the 6^th and the 7^th grades. It's a stage to become an adolescence who seeks for the self-identity from a school-age child. I approached organized methods for literature education depending on development stage and investigated the content of each grade in the 7^th curriculum in chapter III. In general, the level of the 7^th curriculum was upgraded compared to that of the 6^th. This is because the 7^th curriculum was fixed on the national common basic curriculum for 10 years. The aim is only one that is the extension of literature ability , but the content for each grade was too detailed. Thus I classified the stage of literature education into four categories, the first period of children's literature, the later period of children's literature, the first period of adolescence literature and the later period of adolescence literature. I interpreted the 7^th grade to be an entry step from the period of children's literature to adolescence literature. This is the step that students apply what they learned at elementary school to reception of the literature text. In chapter IV , connections in literature text for the 6^th and 7^th grade were investigated. In the 6^th curriculum, literary works for the 6^th grade were not enough to induce students' interest and emotion in material. Authors were not specified and most of the stories were partly published or adapted. Selection of the text and the learning activities which are focused on the object of study were also caused problems. Literature text should be considered as a whole, not separately. The materials of text for 1^st to 4^th grade are improved a lot in the newly introduced curriculum, the 7^th curriculum. However even the new curriculum has the adaptation issues. The level of literature text was upgrade. Especially, that of the text for the second semester of the 4^th grade shows a tendency to be set unexpectedly high. On the other hand, the new text book for the 7^th grade tried to improve students' interest with material. An old story and a children's story were included in the first unit for a connection from the elementary school education. But the level of them is too low for the 7^th grade students and there are too many stories in the text book. So the two stories might be excluded when a teacher plans a curriculum in a middle school classroom. Chapter V explains a standard of the choice on the text based on the discussion in chapter II, III and IV. And I recomposed The Pleasure of literature, the first unit that the 7^th grade students in the Middle school will meet. The text, A hen escaped from a yard is introduced to make a connection with literature education in elementary school. It's a very well written book in theme and structure. How to prepare a text book is also explained since it's a full-length story. The activities after reading the text showed that it encourages the students' response and attitudes. This study is just a beginning. I proposed children's story to deal with growing up and I want to be continued studying in novels about growing up and other literatures for youth. A study for transition periods in literature education such as 1^st, 4^th and 10^th grade is also required. I hope this study gives benefits to the 7^th grade Korean literature teachers who'll welcome students from elementary school.;초등학교를 마친 학습자가 성장하여 중학생이 된다. 따라서 초등교육과 중등 교육은 학습자를 중심으로 연결되어야 한다. 그러나 지금까지의 문학교육연구는 대부분 초등학교 문학교육, 중등학교 문학교육으로 구분되어 진행되어 왔다. 과연 6학년과 7학년은 학습자의 발달단계상 커다란 변화가 있는 것일까? 이들에게 적합한 문학교재는 무엇일까? 하는 문제제기를 가지고 연구를 시작하였다. 그리하여 본 연구는 초등교육과 중등교육을 통합적인 교육과정으로 바라보는 시각에서 교육과정과 문학교재를 중심으로 6-7학년 문학교육의 연계성을 살피고 구체적으로 7학년 1학기 문학교재의 구성방안을 모색하고자 하였다. 문학교육의 실질적인 목표는 문학능력의 신장이다. 문학능력이란 다양한 문학경험과 지식, 상상력을 바탕으로 문학작품을 창작하고 수용하는 능력이라고 하겠다. II장에서는 이러한 문학능력의 발달성을 학습자의 인지적, 사회적, 신체적 발달특성과, 독서흥미도 및 반응의 발달에 기대어 살펴보았다. 그 결과 6학년과 7학년은 발달단계상 큰 변화가 없으며, 아동기에서 청소년기로 진입하는 단계이다. 따라서 7학년은 '성장'이나 '자아 정체성 찾기'를 주제로 하는 작품 읽기가 필요한 시점이다. III장에서는 발달단계에 따른 기존의 문학교육의 접근방법을 살피고, 제 7차 교육과정의 내용을 고찰하였다. 제 7차 교육과정은 학교급의 목표나 내용의 구별이 없이 학년별 내용만 제시되고 있으며, 국민공통기본교육과정 10학년에 맞추어 6차 교육과정보다 전반적으로 수준이 상향조정되었다. 본 연구자는 문학교육과정의 연계성을 위해서 문학교육을 아동문학전기(1-4학년 1학기), 아동문학후기(4학년 2학기-7학년 1학기), 청소년문학
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