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한국문학교육학회> 문학교육학> 미디어 시대의 문학교육 : 복합 감각 시대의 문학교육

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미디어 시대의 문학교육 : 복합 감각 시대의 문학교육

The Functions of Literature under the Era of the Multi Sensory System

김성룡 ( Seong Ryong Kim )
  • : 한국문학교육학회
  • : 문학교육학 36권0호
  • : 연속간행물
  • : 2011년 12월
  • : 9-28(20pages)

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초록 보기

Which is the role of literary education in these times? For what purpose we teach literary works to young generation? Every one says that we are all under the multi sensory system. Media present several kind of films and dramas animations ets. all of them are based on the multi sensory system, especially visible and audible sensory system. On the contrary literary works can`t show us the literary world. We decode signs and imagine the literary world. Senses are more comfortable to us than the signs. We moderns adapted ourselves to the multi sensory system which the media have presented. In these conditions, the literary education would cease to its traditional way of education and should try to find out new way of sensory-oriented education. Or at least we should try to find out the way of transforming literary works to the other multi sensory art forms e.g. films, dramas, comics etc. But the value of literature is not to present amusement. Media is subjected to capital, and it also obedient to the masses. Masses has given a blind power to the media. Capital has obtained profits from the masses through media. Only literature can be free from the capital and the masses. Literary workers and literary educator also must give attention to the media capital system and blindness of masses. Under the multi sensory system and under the reign of media, we must find out the revolutionary power from the literary works and must educate the power of negation through literary work.

UCI(KEPA)

I410-ECN-0102-2012-800-002972331

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  • : 어문학분야  > 기타제어문
  • : KCI등재
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  • : 계간
  • : 1229-487x
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  • : 학술지
  • : 연속간행물
  • : 1997-2021
  • : 829


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1미디어 시대의 문학교육 : 복합 감각 시대의 문학교육

저자 : 김성룡 ( Seong Ryong Kim )

발행기관 : 한국문학교육학회 간행물 : 문학교육학 36권 0호 발행 연도 : 2011 페이지 : pp. 9-28 (20 pages)

다운로드

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초록보기

Which is the role of literary education in these times? For what purpose we teach literary works to young generation? Every one says that we are all under the multi sensory system. Media present several kind of films and dramas animations ets. all of them are based on the multi sensory system, especially visible and audible sensory system. On the contrary literary works can`t show us the literary world. We decode signs and imagine the literary world. Senses are more comfortable to us than the signs. We moderns adapted ourselves to the multi sensory system which the media have presented. In these conditions, the literary education would cease to its traditional way of education and should try to find out new way of sensory-oriented education. Or at least we should try to find out the way of transforming literary works to the other multi sensory art forms e.g. films, dramas, comics etc. But the value of literature is not to present amusement. Media is subjected to capital, and it also obedient to the masses. Masses has given a blind power to the media. Capital has obtained profits from the masses through media. Only literature can be free from the capital and the masses. Literary workers and literary educator also must give attention to the media capital system and blindness of masses. Under the multi sensory system and under the reign of media, we must find out the revolutionary power from the literary works and must educate the power of negation through literary work.

2미디어 시대의 문학교육 : 영화와 소설의 비교 분석을 통한 서사 교육의 목표 탐색 ―「오발탄」을 중심으로―

저자 : 강만진 ( Man Jin Kang )

발행기관 : 한국문학교육학회 간행물 : 문학교육학 36권 0호 발행 연도 : 2011 페이지 : pp. 29-54 (26 pages)

다운로드

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초록보기

We live in the era where media contents like a intricate nerve system constantly allure us to the arena of amusement. In a word, we live in the plethora of media contents. The boom of media contents is mainly due to the public whose nature is easily prompted by sensuous and provocative contents. Regarding to this trend, there has been heated discussions in the field of literature education on the enhancement of learning effect through media contents. One of them is about the comparative analysis of movies and novels based on their similarity in their narratives from a perspective of narrative education. The effects of analysing movies as narratives on teaching novels are as follows: First, there is an educational function that makes us look at ourselves and others objectively through stories. Second, how to understand and structuralize genres` characteristics based on intertextuality of two genres can be learned. Third, because public interest is aroused more in movies that consist of images and sound than in novels made of texts, narrative education of movies and novel via movies would motivate learners intrinsically. As a result, more understanding, better interpretation, and critical reading are expected to be facilitated. In this context, 「Obaltan/The Aimless Bullet」, most frequently introduced in forms of both movie and novel in high school textbooks, is a good examplary literary piece to be discussed. In this study, movie and novel versions of 「Obaltan/The Aimless Bullet」 are compared and analyzed with the focuses on narrative elements of characters, plots, and space time. Especially this study was conducted with the focus on the educational function based on the narrative`s storytelling nature and the changes of semantic structure according to variation of the two genres and with suggestion of possible teaching and learning activities. The purpose of this study is to fulfill the goals of narrative education, based on its educational function of the narrative` storytelling, by facilitating understanding oneself and others through self-reflection through characters in the movie and novel following their educational function, seeking the meaning of life through the plot, and being equipped with critical perspective on this world through time and spacial background. ``2. Understanding self and others``, shows how the characters play their roles in their family, which can be regarded as intermediate entity between ``self`` and ``society`` and what the meaning of family implies to them. Thus, it gives us a chance to reflect ourselves and think about how to live and let live with family and neighbors. In ``3. Searching for the meaning of life`` the main plots of the novel and movie are looked over first and it is shown that added, deleted, and modified scenes and parts unfold the aspects of conflicts among the characters in different ways in each genre. An educational value is found here since we can take a moment to search the meaning of life as looking at what goals the characters try to achieve and how severly they struggle in despair are described. In ``4. The attitude toward the world`` we can notice how well the characters maneuver during the limited time period when absurdness and nihilism were full in the air and in a given spacial domain called Haebangchon(Liberated town), a town for people who has left their hometown because of Korean war. Their points of view toward the world can also be analyzed. Thus, it makes us look at this world in their shoes and moreover lets us have an objective attitude toward the world. ``Goals of narrative education through the comparison of a movies and a novel`` have been discussed. One thing limited here is that the discourse features of movies and novels are not fully discussed here. More in-depth studies on ``how`` rather than ``what`` is to be conducted later.

3미디어 시대의 문학교육 : 다문화 교육을 위한 미디어 콘텐츠 "올리볼리 그림동화"에 관한 연구

저자 : 정현선 ( Hyeon Seon Jeong )

발행기관 : 한국문학교육학회 간행물 : 문학교육학 36권 0호 발행 연도 : 2011 페이지 : pp. 55-87 (33 pages)

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This article discusses Ollybolly Online Picture Book in terms of the purpose, the production process, the content and the principles of using it for multicultural education. Ollybolly Online Picture Book is a project of making a series of animated films based on children`s stories from around the world, in order to encourage understanding of different cultures among children. The stories of Ollybolly Online Picture Book can be categorized into 4 types:stories that are very similar to Korean traditional stories; stories that can be found in many different cultures and regions; stories that are based on traditions of specific cultures and regions; and stories which reveal the multicultural aspects of specific cultures and regions. It is argued that Ollybolly Online Picture Books can be used in literary education for the purpose of enabling children to develop intercultural sensitivity in order to live in Korea that is increasingly becoming a multicultural society. Four principles of using Ollybolly Online Picture Book to use it for multicultural education are discussed:blancing between learning about and through literature; focusing on pictures as well as verbal and written stories; balancing the differences between the similarities in terms of comparison with Korean traditional stories; and using the stories in order to understand culture of other countries as well as one aspect of diverse cultures within Korean culture.

4미디어 시대의 문학교육 : 디지털 미디어 시대의 서사텍스트의 위상 -자막언어의 서사 미학적 기능을 중심으로-

저자 : 김중신 ( Jung Sin Kim )

발행기관 : 한국문학교육학회 간행물 : 문학교육학 36권 0호 발행 연도 : 2011 페이지 : pp. 89-115 (27 pages)

다운로드

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초록보기

In this article the narrative nature of caption Language in TV will be discussed. I will discuss the narrative aesthetic features of caption language. The narrative feature of caption language can be distinguished of the traditional narrative. The traditional narrative is independent of the other media. but the narrative of caption language is complemented by the other media. And the traditional narrative is the traditional teleological narrative for community`s prosperity, however the narrative of caption language is for the entertainment. In addition, the traditional narrative is created by one person, the narrative of caption language is created by a group. So it is solidarity. Discussed in this article, the narrative aesthetic features of the caption language in TV is as follows. First it is the aesthetic of pattern by ``chapter-feature``(章回性) and ``type-feature(類型性)`` oriented. Secondly, it is constantly the aesthetics of contest oriented by the composition of a binary opposition. Thirdly, it often breaks down boundaries of crew and the cast and viewers, so it shows the aesthetic of the betweenness In its final analysis, times may change, but the culture medium will be continue to exist. In the era of digital media, how to accommodate the narrative should be renewed.

5상상극장에서의 희곡 읽기 -몸의 상상력을 활용한 희곡 읽기 방법론-

저자 : 강진우 ( Jin Woo Kang )

발행기관 : 한국문학교육학회 간행물 : 문학교육학 36권 0호 발행 연도 : 2011 페이지 : pp. 119-152 (34 pages)

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초록보기

Reading plays the point that it is difficult because one symbol. It`s a physical manifestation of the perfect symbol of the message is not sent with the state. Learning rather than on the two-dimensional to three-dimensional learning means you need to. Drama in education, but that`s not enough to switch from reading to experience the process of teaching and learning should be suggesting that. Reading plays the voice can not read through the article of the original text representation that can be used to read. The availability of the language to implement actions as well as to stage directions must be read carefully so the educational directives have meaning. Voice reading and learning through the process and put the reading process is needed, with the action. This process is not only the language of the Act directed by the implementation of the first stage direction, the directive is meant to read carefully the educational. We shall be utilize a mime, tableau, and improvisation as an informal method to teach the drama. The ultimate stage performances of the play as a non- communication of the body is important and communication, language and govern the space availability has directed that action should be learning. To far away from the conversation, to express a dialogue with nature in mime, stage directions, etc. contact the backdrop to express tableau body-centered learning environment will form. Ultimately these voices and actions and the process of combining the stage, as well as the character`s personality and background of the case allows you to learn equally.

6국어 수업에서의 가치의 실현 방식에 관한 연구 -가치의 인격적 속성과 국어 교사의 자기 정체성의 관계를 중심으로-

저자 : 구영산 ( Yong San Goo )

발행기관 : 한국문학교육학회 간행물 : 문학교육학 36권 0호 발행 연도 : 2011 페이지 : pp. 153-186 (34 pages)

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초록보기

This study explores the role personal values play in the teaching of Korean language arts teachers in Korean language arts education. The data used were supplied by participant observation in an elementary school classroom from March 2009 to February 2010, a survey of 22 Korean language arts teachers in elementary and middle schools, and an ongoing participant observation in a Korean language arts class in a girls` highschool. Korean language arts education is part of the national curriculum. Lessons in Korean language arts class are based on those prescribed by the Korean language arts textbook. A common sort of lesson prescribed by the Korean language arts textbook involves analyzing a story, which deals with values and value conflicts. The data I collected suggest that many teachers faced difficulties leading discussions about these value issues. Almost all teachers studied were committed to personal values, which differed from those advocated by the textbook. Their teaching, and, therefore, the classroom discussion, was informed a combination of the teacher`s values and those advocated by the textbook. The values that they communicate to students constitute an important aspect of their identity as teachers.

7인간 이해를 위한 소설교육의 방향 -일인칭 주인공 시점 소설을 중심으로-

저자 : 김혜영 ( Hye Young Kim )

발행기관 : 한국문학교육학회 간행물 : 문학교육학 36권 0호 발행 연도 : 2011 페이지 : pp. 187-218 (32 pages)

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초록보기

The purpose of this study is to argue that the direction of novel education should be changed as the domains of media are enlarged, and so focus on the mind of characters which is difficult to understand in the narrative genres of other media. If novel education focuses on the mind of characters, the novel is not the genre which communicates particular events, but becomes the genre which emphasizes the itinerary for pursuing ``Who am I?`` around the thinking process of characters. According to the results of confirming how the mind of characters was revealed in literature education processes or textbooks around key words including narrators, characters, and conflicts, characters were mentioned primarily on the dimension of a point of view, character, behavior, and psychology rather than by focusing on the mind of characters. This study perceived that a first-person point of hero was effective in revealing the mind of ``I`` as a character and a narrator, and so analyzed the meaning which the subject form of ``I`` contained and the way in which the mind of ``I`` existed. Because the mind was the part where the subject met the object as perception and thinking were evolved, the mind could be the field where the subject and the object negotiated. Understanding the mind of characters in novel education enabled the overall understanding of human beings, and so became the mechanism of recognizing learners themselves and sympathizing with others.

8그림책에 나타난 대중매체

저자 : 나선희 ( Sun Hee Ra )

발행기관 : 한국문학교육학회 간행물 : 문학교육학 36권 0호 발행 연도 : 2011 페이지 : pp. 219-256 (38 pages)

다운로드

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초록보기

In today`s society, the role and the influence of mass media are growing bigger and bigger. Children are no exception in their influence. Above all, mass media such as a television plays important role of children`s socialization. Picturebook also plays the same role. On the basis of this perspective, this study was conducted to explore mass media portrayed in the picturebooks. For this, we analysed 24 picturebooks whose text or image describes mass media such as a newspaper, television or magazine. The picturebooks showed the essential characteristics of mass media:speedy deliverance and spread effects of information and news. They also brought out the positive and negative aspects of mass media. The positive one may be summarized as follows:information and knowledge through mass media drive the change of the individual and the society. Besides, mass media in the picturebook might be used as a effective narrative strategy with regard to characterization and plot specially in the picturebook with short time span. The negative one may be summarized as follows. First, mass media may prevent the desirable communication with the family and the society. Second, mass media may depend on the interests of particular group and may result in the serious conflicts among the groups. Third, with the acceptance of performace and popularity centered mass media without question, may come the loss of self. These results suggest that the picturebooks whose text or image represents mass media can be used in the socialization and the media education for children.

9은유 교육의 목표와 내용 연구

저자 : 남민우 ( Min Woo Nam )

발행기관 : 한국문학교육학회 간행물 : 문학교육학 36권 0호 발행 연도 : 2011 페이지 : pp. 257-285 (29 pages)

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The aim of this study is to suggest the revitalization of literary education for metaphor. Metaphor is a core of poem and a cognitive mechanism. So, this study tries to re-conceptualize the metaphor and reconstruct the content framework of metaphor education. The objective for metaphor education is to understand the nature of metaphor as axiological project for enhancing the value of something. Based on that, this study constructs frame with four contents for teaching metaphor. First is the classification system to identify and classify the metaphoric expressions in poems. Second is to make an awareness the importance of metaphoric interpretation for understanding the characteristics of literary discourse such as poem, fiction etc. Third is to critical understanding for the function of metaphor that to express or imply the ideological ideas. Fourth is to find and compare the historical change of metaphorical expressions in korean modern poetic movements. To say in conclusion, research and study of literary education needs to pay more attentions to metaphor and tries to improve the content and way for metaphor education.

10죽음 제재 관련 시 창작을 통한 죽음 교육의 의의 모색 -황동규의 「비가」와 「풍장」 창작의 치료와 성장을 사례로-

저자 : 박태진 ( Tae Jin Park )

발행기관 : 한국문학교육학회 간행물 : 문학교육학 36권 0호 발행 연도 : 2011 페이지 : pp. 287-320 (34 pages)

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초록보기

The aim of this study is to survey meaning of deathis education through creative writing`s education of poem connected with death`s theme. This study focused on case of therapy and development in 『Elegy』 and 『Sepulture』 written by Whang Dong-Gyu. The 7th curriculum of literature education has accepted not only appreciation education but also expression education in literature education, especially in creative writing education. It has been recognized that creative writing teaching in literature can not be taught in intermediate level because it is difficulty for middle or high school student to learn creative writing and also literature education is not aimed at making student a writer or poet. But middle or high school student get shock or feel scare from cases of death that occur occasionally in recent time. So, education of death by creative writing of poem concerning through death`s theme is necessary even though korea had not taught death to middle or high school student. According to the case of 『Elegy』 and 『Sepulture』 written by Whang Dong-Gyu, Whang Dong-Gyu had treatment about shock from friend`s suicide by writing series of 『?Elegy? in 20th years old, and had treated uneasiness originated from death and had lived more vivid life instead of suicide by writing series of ?Sepulture? during 40~56 years old. The education of death through teaching of literature in middle or high school is necessary as follows. Creative writing of poem through death`s theme can have an important role preventing teenagers` scare from death and seek affirmative revival of life instead of negative life.

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