중국인 학습자의 자국어 문학 학습 경험을 활용한 고전시가 교육 연구 = Korean Classical poetry education research For Chinese Learners-Focusing on the experience of learning a native language literature-
저자
발행기관
학술지명
권호사항
발행연도
2018
작성언어
Korean
주제어
자료형태
학술저널
수록면
143-168(26쪽)
제공처
The purpose of this study is to suggest a method of Korean classical poetry education utilizing Chinese learner's experience of learning a native language literature.
Korean language learners of Chinese universities, which have been educated in an emphasis on literary literacy, have a deep understanding of the genre characteristics of classical poetry through their classical poetry education and already possess considerable literary ability. For this reason, this study focuses on Chinese learners' experience of learning their native language, and assumes that Chinese learners can be set as active and active subject of classical poetry.
In this study, we first re-conceptualized the learning experience of the native language through the literature study method, and summarized the learning experiences of the Chinese learners. Next, I looked at the concept of reader response, the type of reader response, and the effects of native language literacy learning experiences on reader responses. Finally, it is shown that classical poetry utilizing the experience of native language literary learning has the educational significance of ‘learner's active ability to construct semantically’, ‘empathy for emotions expressed in farewell poetry’, ‘cultural communication ability through natural image’.
Based on this theoretical foundation, In order to examine the practical aspects, the learners read the farewell poetry and freely used their thoughts and feelings. The learner's responses to the texts were classified into four responses according to the response type classification criteria of Alan C. Purves & & Rippere, Victoria: ‘Associative Response’, ‘Perceptual Response’, ‘Interpretive Response’, and ‘Evaluation Response’. The Associational Response of texts is divided into ‘association with the learner's self - experience’ and ‘interactive textual combination of images’. The Perceptual Response to text is divided into ‘perceptual coherence perception of text’ and ‘perception of semantic rule of text’ and the Interpretive Response to text is divided into ‘Interpretation based on textual information’ and ‘interpretation using external knowledge of learners’. Finally, the Evaluative Responses to the text were divided into ‘evaluation of the aesthetic characteristics of the text’ and ‘assessment by the learner's ethical attitude’ to analyzed and inferred the learners' native language learning experience in response text.
Through the learners' response patterns, the literary ability learned in their native language was based on acceptance of the farewell poetry, and it was able to see the positive effect mainly. However, at the same time, we were able to examine certain limitations such as ‘text misunderstanding due to lack of Korean language ability’, ‘insufficient text understanding due to lack of text analysis ability’, ‘failed text appropriation due to lack of consciousness of participation in text’, ‘Expression of criticism due to the supremacy of national literature’.
Based on the reading patterns of learners, In this study, the goal of classical poetry education using experience of learning a native language literature was set as ‘Understanding and appreciation of classical poetry’, ‘enhancement of comparative ability between Korean classical poetry and Chinese literature’ and ‘Cultivating mutual cultural communication ability’, The contents of education were presented as ‘recognition of explicit information that implements poetic meaning’, ‘mutual text ventilation centered on motifs’, and ‘emotional empathy with images of natural objects’. The purpose of this education and the contents of education to realize the method of education should be defined as ‘Identification of reaction through grasp of contents element’, ‘Refinement of reaction through identification of literary devices’, ‘Activation of reaction by summoning personal and literary experience’, ‘Relativization of reaction through group inquiry’, ‘In-depth response through comparison of Korean and Chinese works’.
This study has educational significance in that it takes into consideration the features of Chinese learners in the classical Chinese education and draws out the educational methods that can take advantage of literary experience. It has certain significance in encouraging the learner's subjectivity, activeness, and interaction between learners in Korean literature class actively.
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