작문교육을 통한 문학창작과 인간형성에 관한 연구-어린이 작문교육의 올바른 방향모색을 위하여 = A Study on Writing Lesson as a System of Education and Better Formation of Personality - For the Proper Orientation of Instruction of Writing in Elementary School

다국어 초록 (Multilingual Abstract)

There can exist no doubt about the assertion that education should take it as its intrinsic and
final goal to direct the children towards the better development and perfection of human nature.
.But, nowadays, it became the most serious and lamentable trend that, owing to the rapid development of technological science, the overflow of mechanical civilization, and the complexity and
.absurdity of the structure of modern society, human being of today are being deprived of their
humanities and characteristic cultural order. Hence arises an educational problem that it should
take the responsibility of recovering of humanity and of its full development and perfection, being
the sole and unique m從ns. Upon these premises, this study is aimed at bringing to light the full
scale of writing-lesson in elementary school as a method of education to develope the humanities
and to form the better personalities of children, and finding out the proper and right direction of
writing-lesson in elementary school.
If we take it for grant sd that what one writes is an expression through his own principles and
essence, to teach how to write can be assumed to handle, directly or indirectly, and to guide the
developing course of each self. Moreover, if we can do this effectively, we can provide for the
children the way to get the wisdom for living, making their own creative living, with the humanity
restored and cultivated, attitude of life enlarged, and rich imaginationand creative power exercised,
through literary education for children.
Writing-lesson begins with growing the ability of writing. Writing ability might be classified
into 1）writing readiness, and 2） ability of development ； the former implies sensibility, perceptibility,
emotion and thinking power （internal mental contents）: and the latter consists of abilities of speech
function, composition, orthographical writing, and improvement and revision （the ability of externalizing the internal mental contents）. Writing-lesson requires excercising and developing both of them.
But one of the main practical instructions in writing lesson is the guidance of literary writing.
Literary writing demands the knowledge in the constitution of a literary works: 1) material, 2) language, and 3) expression. A literary work is the material crystallized into an visual form, by the
medium of language on the apex of expression. Accordingly, the value of the work depends upon
the density of result through the procedure. One of the most important factor which function along
this procedure is imagination, for imaginative power is the essential mental ability which give birth
to image, an intrinsic constituent of literary art. So that literary education heads for the development of the imaginative power of children in the final analysis.
To achieve this aim, a teacher should not instil the theoretical knowledge to children. He can only
provide them the basic ability to write literay piece, not by instructing but by being himself a
medium, not as an teacher but as an co-sharer in literary experience. The most effective way
of literary education might be summarized to cultivate the writing power and develope the
imagination by leading the children to enjoy the literary experience and sympathy to approach and
plunge into literary art itself at last.
But writing lesson goes beyond the guiding of literary writing. Writing is generally sorted into
three kinds: literary, expository, and official. They function in different ways in developing the
personalities of children：the first helps to form an emotional, imaginative and creative character
the second, intellectual, reasoning and scientific ； the third, sociable, industrious and civil. Education of writing is not an technical one, but guidance over all the courses of mental growth and living
of children.
Now, how does it go along in reality in elementary schools ? By the investigations and analysis,
it became clear that, in almost every school, the writing lesson is not set up as a regular course
in elementary school curriculum, but entrusted with to each teacher* s discretion. So that the level
or scale of writing lesson varies as divergently as teachers* tastes or accomplishments. The situation allows the conclusion that one of the most important fields of education, which factually appeals
to children causing great care and interest, is commited wholly to the uneven interests or
attainments of the school teachers. Therefore, it is recommendable that there should be installed
writing lesson hour in the curriculum of elementary school as well as school teachers should be retrained through thorough regular course of re-education for the proper and normal writing lesson
to be completed in elementary school.

목차 (Table of Contents)

• I .緖言 1
• II. 作文敎育의 意義와 目標 2
• 1.作文의 語辞와 그 意義 2
• 2.作文敎育의 目標와 人間形成의 機能 4
• III. 効率的인 作文指導를 爲한 理論의 探究 5
• 1 作文敎育을 爲한 作文力의 分析 5
• 2 文學作品의 構造와 그 機能 8
• (1) 作品의 構造 8
• (2) 素材機能 9
• (3) 言語機能 12
• (4) 表現과 形象 14
• IV. 文章의 Genre別 指導意義와 人間形成과의 關係 16
• 1. 藝術的인 文章 17
• 2. 知的인 文章 18
• 3.實用的인 文章 21
• V，一線 國民學校 作文敎育의 實態 調査分析 22
• VI.結言 28