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커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Korean modern poetry has been educated centering around the poetic canons. They are composed based on lyricism, nationalism, elitism and anticommunism. They are reinforced by poetry education also. Nowadays, studies on poetry education has succeeded in criticizing and deconstructing poetic canons, but failed to compose a new meaningful canons. Actually, studies on poetic canons and poetry education are political affairs, but there are no meta-analysises about the necessity and sphere of them. I tried some meta-analysises about poetic canons and poetry education in this paper.
I classified problems of studies on poetic canons and poetry education to five topics. First, they failed to distinguish educational canon from literary canon. Second, they did not receive the reality that poetry education centered around poetic canons failed these days. Third, they did not consider any readers and students in composing poetic canons for long times. Firth, they misunderstood the nature of national curriculum and textbooks in official education. Lastly, they exaggerated the value of alternative canons and concealed the political nature of studies on canon.
I presented three fundamental rules to improve poetry education centered around poetic canons in this paper. First, it needs to slice the concepts of canon by goals and scopes of poetry education. We can teach poetic canons through struggles between diverse concepts of canon. Second, we have to add the concept of 'canonical literacy' to poetic ability as a substance of poetry education. Lastly, it will be more efficient to teach poetic canons by four steps - extensive reading of canons, inquiry into the origin and diversity of many potential canons, composing meta-cognition of poetic canons, and composing a new meaningful personal canon.
Some problems remain to be solved to improve poetry education - like as to distinct concept of canonicity, the grounds of studies on poetic canons in modern Korean poetry education, and methods of use results of studies on canon.
I classified problems of studies on poetic canons and poetry education to five topics. First, they failed to distinguish educational canon from literary canon. Second, they did not receive the reality that poetry education centered around poetic canons failed these days. Third, they did not consider any readers and students in composing poetic canons for long times. Firth, they misunderstood the nature of national curriculum and textbooks in official education. Lastly, they exaggerated the value of alternative canons and concealed the political nature of studies on canon.
I presented three fundamental rules to improve poetry education centered around poetic canons in this paper. First, it needs to slice the concepts of canon by goals and scopes of poetry education. We can teach poetic canons through struggles between diverse concepts of canon. Second, we have to add the concept of 'canonical literacy' to poetic ability as a substance of poetry education. Lastly, it will be more efficient to teach poetic canons by four steps - extensive reading of canons, inquiry into the origin and diversity of many potential canons, composing meta-cognition of poetic canons, and composing a new meaningful personal canon.
Some problems remain to be solved to improve poetry education - like as to distinct concept of canonicity, the grounds of studies on poetic canons in modern Korean poetry education, and methods of use results of studies on canon.
목차
Ⅰ. 머리말
Ⅱ. 연구의 전제
Ⅲ. 시교육의 정전론에 대한 질문
Ⅳ. 정전 교육의 개선을 위한 논의
Ⅴ. 맺음말
참고문헌
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-811-016467801