한·일 중학교 고전문학 교육 비교

Abstract

The purpose of this study was to make a comparative analysis of Korean and Japanese classical literature education in a bid to help determine some of the right directions for the improvement of Korean classical music education. Japan was selected since that country was adjacent to our country and there was mutual historical and cultural influence between the two. Chapter I reviewed earlier studies. Chapter II compared the Korean and Japanese middle school language arts curricula in terms of objectives, the number of lessons, and the structure of textbook and major units. The selection of classical literary works as topics in their language arts textbooks and learning activities were analyzed to shed light on the learning content and method about classical literature. Chapter III discussed what improvements should be made in Korean classical literature education based on the results of the previous chapter. The problems with the editing of the current Korean language arts textbooks and the structure of major units were pointed out, and feasible reform measures were suggested. As a result of making a comparative analysis of the language arts curricula of the two countries, it's found that there should be more clear guidelines in our country about the selection of topics and what should be noted in teaching classical literature. The selected topics of classical literature for different grades should be rearranged to ensure the sequence of the topics, and the topic selection criteria should be reviewed in consideration of the developmental stage of students. In terms of learning content, reading-aloud and reciting activities should be included. Specifically, these kind of activities should be introduced in the genre of verse. Like our country, Japan aimed at fostering the Japanese proficiency of learners, enriching their linguistic sense and letting them value their native tongue and put stress on reading-aloud and reciting activities. As a matter of fact, reading-aloud activities were very time-consuming, but it seemed that the small amount of language arts workload made it possible to perform a variety of learning activities. In our country's language arts education, the weight of classical literature education was increasingly on the wane. The genres that were unnecessary for college admission weren't taught often even if they were included in the textbooks. The ongoing classical literature education should be revamped in terms of objectives, content, workload, topic selection criteria and learning methods in order for learners to be more familiar with classical literature and discover the true taste of it.