단원 구성 방안 연구 : 문화 교육적 관점으로

Abstract

A Study on Unit Composition Plan of : From the perspective of Cultural Education

Hyun Jung Lee

Graduate School of Education Pukyung National University

Abstract has been educated under the literary history perspective until now. Therefore, character of work was explained in the magic song, and the major lexical ‘龜(Turtle)’ and the ‘首(Head)’ was respectively interpreted in ‘God’ and ‘King’. These explanations cause problems that are a standardized analysis of work. Therefore, this paper explored problems of educational contents of in high school literature textbooks and reconstructed the section from the perspective of cultural education. For the reconstruction of the section, first, I analyzed the existing literature textbook. Subject of analysis was a revision literature textbook of 2011, I analyzed current collection of , learning objectives and learning activities. With the results of the analysis, has been recorded in the sub-section to three literary textbooks, all learning objectives has been set on the basis of the "range and history of Korean literature" in the literature curriculum. Learning activities has been composed of question about character of work and lexical analysis in common, there was no textbook of literature that includes both analysis criteria. Based on the results of these analyzes, I proposed the need for Culture Education of and set the scope of educational content. Learning objectives of the reconstructed section were set on the basis of the Content Achievement Standards ⑷, ⒀, ⒁ of curriculum. Educational content of was set to focus on various character of work and lexical analysis. For character of work, I accommodated the point of view as a labor song in addition to the magic song and for lexical analysis, I included various interpretations of ‘龜(Turtle)’ and ‘首(Head)’. Learning activities were comprised of ‘to understand the work, to appreciate the work, to create the work, to make the work a way of life, to link the work, to understand the culture’ according to the construction standards. Finally, I set up the Teaching and Learning Process Plan based on the reconstructed section. I applied ‘Process-Oriented approach to reading instruction’ and ‘Dialogue-Centered Teaching Learning Model’ to the first period, and ‘Learning Together’ to the second period. This paper is significant that it is the reconstructed section attempting the perspective of ‘Culture Education’ that had’t been applied to existing education. However, it has limitations that a limited subject of study to , evaluation of the problem and whether possibility of teaching and learning process plan. Reflecting these limit point, it is necessary to seek the direction of future research.