상호텍스트성을 활용한 시 교육 방안 연구

Abstract

An intertextuality-based instructional strategy seeks to allow learners to enhance their ability to absorb texts of every kind in a more productive and creative way through making links between texts with regard to the matter they deal with and the style. Deliberating further on this, it can be argued that much of literature teaching should be conducted more actively in such a way that the use of texts should go beyond the realm of being used fragmentarily within literature circles to the extent of having an impact on interactions between the text and the learners in a wider range. Along these lines, the meanings of poetry texts, in the sense that they contain implicated language units and condensed structures, deserve to be illustrated from new perspectives and to be reconstructed diversely in connections with texts in other categories. This study aimed at identifying the rationales for using intertextuality as a tool for poetry teaching and proposing a poetry teaching scheme based on them. In Chapter 2, theoretical background with respect to the concepts of and types of intertextuality was reviewed and then the significance of using intertextuality in the context of poetry teaching was examined. In Chapter 3, specific proposals for drawing out poet teaching strategies using intertextuality were presented. First, Section 1 examined the directions and nature of intertextuality set up in the revised version of the 7th Korean National Curriculum and its current sub-curriculum of Literature for middle-high school. This was followed by Section 2 where the pattern of how the poems included in the middle school Korean textbook and intertextuality reflected in those poems were analyzed. Lastly, as an example of placing intertextuality in an instructional plan, a response-focused classroom model which used the poem of 「Road Away」by Sowol Kim, which was selected from the first term Korean textbook for 3rd grade of middle school was designed and proposed. In addition, four texts of different kinds with relevant topics were provided so that students could experience links between various texts to get a sense of intertextuality, thus deepening and widening their understanding of the focus text of poetry. It is important that lighting students through the process of absorbing a wider range of literature world by using instructional practices stimulating their responses to poetry education. In recognition of this, this study attempted to deal with intertextuality as one of essential components of poetry teaching, putting forth a proposal as an effective complement for existing learner-centered poetry teaching strategies. This kind of approach to poetry teaching is expected to help learners to expand as well as internalize their poetic experiences as it will encourage more autonomous and active participations on the part of learners, offering a window through which to look out on the wider world of literature.