지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Until now, the poems and the history of those in the colonialism period have kept the major status in teaching poetry curriculum. Especially, the concepts of modern poetry are induced from those and the example works selected from among those. This current educational systems are constructed for crucial aims and reasons. Say, it is taken for granted that the aim of teaching korean poetry is to render citizens with korean nationality. And because those poems, actually the traditional folky lyrics and the resistant poems seem to be representative of 'modern and national' consciousness, those poems may well being more prefered to others. Of course, this system has many merits and has devoted to teaching poetry. This system, however, needs to be reshaped and complemented by more educational perspectives and methods.
First, we pay more attention to continuity-discontinuity between those and comtemporary ones. Actually, contemporary poems are different from those and explained by differnt paradigms. In this situations, students have difficulties in understanding contemporary poems based on the concepts only from among those. So, we are to teach the nature of poetry through the inclusive concepts.
Secondly, the historical knowledges of poetry in the colonialism period are unconsistent among literary textbooks for students, especially about the division of period during those times. On the behalves of students, these contradictions are unefficient and confused. And most have unbalanced and biased contents specially on the relationships between male and female poems, between the traditional and modern poems, between purism and politic awareness in poetry, between adult and adolescent poems. Moreover, most of literary textbooks don't pay proper attention to poetic achivements in the late 1930, but those achivements are very important for understanding the history of korean modern poetry. Therefore, we need to reshape the educational contents and knowledge.
Finally, the current methods of teaching poetry during the colonialism period are unfruitful in motivating students to recognize the necessity of historical knowledge for understanding those poems. So we need to develop the activating methods that permit student to write the history of poetry in colonialism period through their own's perspective and for their own's interests. This pedagogy are focused on the spontaneousness of students and the freely participant opportunitis for students. And this method is organized from basic works of co-reading the famous and unknown poems to write the his own's poetry history. This system is more efficient for activating student and evolving their interests in poems.
First, we pay more attention to continuity-discontinuity between those and comtemporary ones. Actually, contemporary poems are different from those and explained by differnt paradigms. In this situations, students have difficulties in understanding contemporary poems based on the concepts only from among those. So, we are to teach the nature of poetry through the inclusive concepts.
Secondly, the historical knowledges of poetry in the colonialism period are unconsistent among literary textbooks for students, especially about the division of period during those times. On the behalves of students, these contradictions are unefficient and confused. And most have unbalanced and biased contents specially on the relationships between male and female poems, between the traditional and modern poems, between purism and politic awareness in poetry, between adult and adolescent poems. Moreover, most of literary textbooks don't pay proper attention to poetic achivements in the late 1930, but those achivements are very important for understanding the history of korean modern poetry. Therefore, we need to reshape the educational contents and knowledge.
Finally, the current methods of teaching poetry during the colonialism period are unfruitful in motivating students to recognize the necessity of historical knowledge for understanding those poems. So we need to develop the activating methods that permit student to write the history of poetry in colonialism period through their own's perspective and for their own's interests. This pedagogy are focused on the spontaneousness of students and the freely participant opportunitis for students. And this method is organized from basic works of co-reading the famous and unknown poems to write the his own's poetry history. This system is more efficient for activating student and evolving their interests in poems.
목차
1. 시교육 현상의 진단과 문제제기
2. 일제 강점기 시의 교육 쟁점과 내용
3. 일제 강점기 시의 교육 방법
4. 일제 강점기 시의 교육 전망
참고문헌
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-811-016459594