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문학적 정서 표현 교육 방안 연구 원문보기

  • 저자

    조수진

  • 학위수여기관

    韓國外國語大學校 大學院

  • 학위구분

    국내박사

  • 학과

    국어국문학과

  • 지도교수

    임경순

  • 발행년도

    2014

  • 총페이지

    156 p

  • 키워드

    정서 표현 교육 문학교육 한국어;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538862&outLink=K  

  • 초록

    A study on educational plan of literary emotional expression This study aims at enhancing 'emotion' expression capability of Korean learner to seek directions setting education of literary work into the goal of integrated education of literature itself while teaching Korean. For this, considering the frame of 'emotion' of literature itself with characteristics of universality and individuality, we have researched the characteristics of cultural emotion from the point of view which is socially composed and learned with psychological emotion represented to basic emotions, the characteristics of literary emotion with aesthetic emotion from the point of view which is composed through works of art. And we classified the type of emotions into 'love', 'departure', 'reconciliation', 'irony' of universal literary subject in literature. We can consider the structure of emotional expression to the emotions of author, text, reader, this study suggested the need of literacy emotional expression capability mainly with the emotions of literature text and reader's which are emotions of narrator of text by approaching aesthetic emotions which are interacting with author, work of art, readers. We need factors of language expression, social cultural context, experience so that foreign reader can accept and express the emotions of literary work. For language expression factor, core language of high class has its symbolic system in literary text implicating meaning from various classes, analyzing core language might be a keyword which can figure out essential emotions. Analyzing core language of literary text will be led to metaphor and metonymy analysis which can form the main meaning of work of art, these literary language analysis make the analysis of emotion possible. Next for social cultural context, they can draw the context of cultural thinking through cultural prior knowledge(Schema) of foreign learner which can access literary text in Korean. For the last thing, experience factor will be represented to experience through literary text and emotions which are formed from experience of actual world of reader with interaction between text and readers. As expressional capability of literary emotion is story formation capability which are represented to the results of interaction between reader and work of art with experience, literary emotion is expressed in emotional language of literature, implying cultural value of community to be expressed story which is related to reader's experience. Therefore, expressional capability of literary emotion would be represented to emotional language expression which is related to language knowledge and cultural emotional expression in social cultural aspect, expressional capability of literary emotion which readers express their experience. In novel genre, emotions are expressed mainly with event, the main factor of novel, character, background. The core language of high class expressed to subject or title of novel would be represented with emotional expression which inspire the meaning of whole work of art and subjective feeling. So emotion in novel would be expressed to event and emotions of character, social, cultural background of whole work. Based on characteristic of novel genre, we classified the text of novel which universal subject of literature of 'love', 'departure', 'reconciliation', 'irony' were represented by their type. To review design of emotional expressional education of literary text which is analyzed with 'love', 'departure', 'reconciliation', 'irony' like this, we analyzed the survey of readers's need, Korean teaching procedure, the aspect of emotional expression. The result of survey about literary text showed high demand of Korean learner's to literary education, high preference about work of fiction with relatively detailed context. And we sought teaching-learning referring analysis of emotional expression aspect of learners who can access novel text. As a result, we established the goal of emotional expression education to guide literary education in Korean teaching and select the context of education as follows. 1) Cultural emotional expressional education through intellectual imagination action, 2) Literary appreciation expressional education for aesthetic emotional experience 3) Psychological emotional expressional education for emotional language activities 4) Literary emotional expressional education To apply to teaching-learning, we suggested the actual example of teaching-learning by type of emotion according to teaching-learning model of emotional expression as its countermeasure. For final step, we sought the direction to evaluate emotional expressional capability related with evaluation of literary capability. Literary education should be suggested with targeting integrated education of 'emotion' expression in teaching Korean, appreciating emotion represented on literary text, emphasizing 'emotional expression education' of learner would be fundamental proposition about directivity of literary education in site of teaching Korean to help call attention fundamental effect of literary education of teachers and researchers on site targeting foreigners.


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