문학교육 내면화 단계에 대한 연구

Abstract

Literary education aims at fostering the literary imagination and sensitivity of learners through a wide variety of extensive literary experiences and letting them have a holistic understanding of life by internalizing literary works. In that perspective, teacher-led analysis and understanding of literary texts shouldn't make up the large portion of literary education. Instead, learners should be encouraged to internalize literature on their own. The purpose of this study was to raise awareness of the necessity of internalization stage in literary education, to check the internalization process and to explore effective internalization strategies. Literary education of sequential approach is required to step up the internalization of learners in daily routine life, but the internalization stage has been overlooked on the ground that it isn't visible and clear. Given the situations, five internalization stages were selected in this study according to Bloom's internalization process: receiving, reacting, valuing, organizing and personalizing. The selected literary work was Kim So-weol's poem titled 'the Flower of Azalea.' A concrete strategy was formulated to teach the selected work in the four internalization stages. The strategy presented in this study as a vehicle of internalization was intertextuality. After the applicability of intertextuality to literary education was discussed, intertextuality-based internalization stages were designed by selecting two different texts about the selected poem. Although the internalization stages weren't actually applied in class, the effort by this study to suggest specific internalization stages in literary education is expected to spark heated discussion on this issue in the future.