개화기 시가의 교수․학습 지도 방안
- 이 연구는 개화기 시가의 내용과 형식적 특징을 살펴서 그것을 어떻게 교수 ․ 학습법에 적용할 수 있는가를 구안하는 데에 목적이 있다.
이를 위해 우선, 개화기 시가에 대한 범위를 한정하여 연구의 대상을 정하였다. 왜냐하면 개화기 시가는 다양한 하위장르로 나누어지며, 학자들마다 장르의 인식도 다양하게 나타나기 때문이다. 개화기 시가라는 용어 속에는 동학가사, 의병가사,『독립신문』에 게재되었던 애국가류, 『대한매일신보』에 개재되었던 가사, 개화시조 등이 포함된다고 할 수 있다. 따라서『독립신문』과『대한매일신보』에 나타나는 개화가사와 개화시조를 연구 대상으로 삼아 연구를 진행하였다. 또한 이 연구가 개화기 시가를 연구하는 것에 그치는 것이 아니라 이를 교육적으로 활용하는 방안을 연구한다는 점을 감안하고, 현 문학 교육에서 개화기에 등장한 시가 문학으로 창가와 신체시를 교육의 대상으로 다루고 있음을 고려하여, 이를 개화기 시가로 포함하여 연구를 진행하였다.
Ⅱ장에서는 개화기 시가 문학이 형성된 개화기의 사회적 상황과 역사적 상황을 살펴보았다. 이 시기는 전근대적인 봉건체제에서 서구식 근대화로의 변혁기에 처해 있었다. 1876년의 개항을 시작으로 개화된 문화가 들어오면서 전통과 서구의 근대적 문화가 공존하는 양상을 띠고 있었으며 이는 사회적, 정치적으로 다양하게 나타나고 있다.
Ⅲ장에서는 개화기 시가의 하위장르를 개화가사, 개화시조, 창가와 신체시로 나누어 그 속에 담겨진 장르 의식에 대하여 살펴보았다. 개화시조는 교술성을 개화시조에서는 개방성을 창가와 신체시는 민중성과 수용성을 가장 큰 특징으로 지니고 있음을 살필 수 있다.
Ⅳ장에서는 문학사적 의의와 가치를 살펴보았다. 개화기 시가는 크게 당 시대의 긴박함과 위기의식을 반영하여 항일 독립정신과 민족의식고취의 내용을 다루고 있으며, 이는 문학의 기능으로 독자에게 가르침을 주기 위한 교술성으로 나타남을 확인 할 수 있었다.
Ⅴ장에서는 교육적 활용과 지도 방안을 살펴보았다. 개화기 시가는 현 문학 교과서에 작품이 수록되어 있으며, 작품 수록의 내용을 살펴보면 개화사상과 저항의 독립가류가 주를 이루었다. 이를 자료로 하여 현 문학 교수 ․ 학습법 중 중요성이 대두되는 대화중심교수법을 적용하여 지도안을 구안하였다. 문학 교육에 있어 문학의 당위는 옛 사람들의 삶의 모습과 미의식을 보여줄 뿐만 아니라 민족 정체성을 확인케 하여 가치관 형성에 영향을 미친다는 것에 있다. 따라서 개화기 시가문학을 정확히 이해하는 것은 그 전 시대의 문학을 바로 이해하고 또한 현대의 문학을 알 수 있는 열쇠가 됨을 확인할 수 있다. 더 나아가 개화기 시가를 교육적으로 활용하면, 우리 문학사의 발전 경로를 학습자들이 보다 효과적으로 알 수 있을 것이며, 문학 문화 발전이라는 교육적 측면에 있어서 의미 있는 일이라 할 수 있다.
This study is going to research what kind of characteristics having about Siga of the Period in Korea's Opening in contents and characteristics, and is going to study how can apply that in method of teaching and study.
For this, first of all we decided on the object of study as limited range regarding Siga(Poetry) in the Period of Korea's Opening. Because Siga in the Period of Korea's Opening is divided with various low-ranking genres and recognition of a genre is also reflected so as to be various every scholar. In a term called Siga in the Period of Korea's Opening it can make it include Donghak Gasa, an army Gasa, the national anthem type carried to 『Dockripshinmun』, enlightenment Gasa, enlightenment Shijo etc. carried to 『Daehanmaeilsinbo』. Thus we have proceeded study enlightenment poetry, enlightenment Shijo which appeared to 『Dockripshinmun』 and 『Daehanmaeilsinbo』 by study. Also this study isn't only to stop to study Siga in the Period of Korea's Opening but consider that we study it about plans to utilize educationally this and treat the singing and the new-style poetry to the objects of education in the poetry literature that appeared in the age of enlightenment in present literature education, we have proceeded study as Siga in the Period of Korea's Opening included this.
In chapter ⅱ, we have looked into a social situation and a historical situation of Period of Korea's Opening which Siga in the Period of Korea's Opening literature was formed. These times were placed in the change times toward a western-style modernization from premodern feudalism systems. It had begun the opening of a port of 1876, while the civilized culture had come it had been having an aspect to coexist with the tradition and western modern culture, and this has been appearing so as to be various socially and politically.
In chapter ⅲ, we have watched them about a genre consciousness to have been in them as dividing by enlightenment Gasa and enlightenment Shijo, the singing and the new-style for a low-ranking genre of Siga in the Period of Korea's Opening. We are able to check that enlightenment Gasa, enlightenment Shijo, the singing and the new-style poetry are having essay, openness, the people and expropriation character respectively with the largest characteristics.
In chapter ⅳ, we looked into a meaning and the value for the history of literature. Siga in the Period of Korea's Opening reflects greatly urgency and crisis consciousness of these times, and it has been treating contents of a spirit of independence of resistance to japan and inspiration of national consciousness, we was able to confirm that this appeared essay character for teach it to the audiences with functions of literature.
In chapter ⅴ, we looked into educational utilization and guidance plan. Siga in the Period of Korea's Opening has been put the works in a present literature textbook, it was mainly enlightenment thoughts and independent song type of resistance achieved a state if looked into contents of the recorded works. We have written a draft of a guidance plan to apply the conversation center pedagogic that importance rears up during present literature teaching and study method as it makes this to data. In literature education, sollen of literature doesn't only show forms and esthetic senses of living of the ancients but also confirm ethnic identity, so there is it to thing that it has affected it to sense of value formation. Therefore, exactly to understand Siga literature in the age of enlightenment justly understands literature of the former times and also can confirm it that becomes the key which can know modern literature works. Furthermore if we educationally utilize Siga in the Period of Korea's Opening, students may know more effectively a development path of our history of literature, it can say that it is meaningful work in the educational sides called literature culture development.
- Issued Date
- Awarded Date
- 2009. 8
- 제주대학교 교육대학원
- 교육대학원 국어교육
- Table Of Contents
- Ⅰ. 서론 ································································································1
Ⅱ. 시대적 상황과 근대성··········································································6
1. 사회 ․ 역사적 상황············································································6
2. 사상사적 조류와 변화········································································9
3. 문학의 변모 양상·············································································11
Ⅲ. 역사 장르와 장르 의식·······································································13
1. 개화가사와 교술성···········································································13
2. 개화시조와 개방성···········································································23
3. 창가와 민중성·················································································31
4. 신체시와 수용성··············································································35
Ⅳ. 문학사적 의의와 가치········································································40
1. 항일 독립정신과 민족의식 고취·························································40
2. 전통과 서구와의 혼재······································································42
3. 사회적 기능과 민중교화···································································43
Ⅴ. 교육적 활용과 지도 방안 ··································································45
1. 교육적 의의와 활용··········································································45
2. 대화 중심의 교수 ․ 학습법································································50
3. 대화 중심 문학 수업 모형 제시·························································52
4. 대화 중심 문학 교수 ․ 학습 지도안 구안·············································60
- 제주대학교 교육대학원
- 송성종. (2009). 개화기 시가의 교수․학습 지도 방안
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