고산 윤선도 시조의 교수․학습 방안 연구

Abstract

Abstract This paper suggests the leaning method of the appreciation and internalization of the literary work for more meaningful sijo education based on the previous researches. On this purpose, this study proposes teaching-learning methods with activities for aesthetic experience. The aesthetic experience centered education focused on the aesthetic value in the sijo work can be said to be an essential teaching-learning method as well as a comprehensive educational method that covers understanding and appreciation of the sijo literatures in that in not only deals with the knowledge aspect of the work but also relates closely with learner's cognitive and emotional development, experience and values. In chapter II, the present author defines the concept of the aesthetic experience in literature education and reviews the relationships between the literature education and aesthetic experience. Acceptance theory and response-centered theory are reviewed for the theoretical grounds of the teaching-learning methods applicable to the real class situations. In that the both theories emphasize the learner's proactive participation, more activity-centered class in the real teaching-learning plan was designed. To establish the aesthetic value, the essential element in sijo literature education for aesthetic experience, is reviewed with general aesthetics and amongst the body of sijo literatures, Yoon seon-do's works 〈Ouga〉,〈Eobusasisa〉,〈Manheung〉, 〈Gyeonhoeyo〉 are chosen to be re-established in their aesthetic values. In chapter III, the activity-centered teaching-learning method for aesthetic experience in 〈Ouga〉 is presented. First, the status of Yoon seon-do's sijo work in highschool textbooks of the 1st grade are reviewed. Next, whether the works and the activities are appropriate for the learners' aesthetic experience is studied. Finally, 〈Ouga〉 is analyzed in form, content, language and its view of nature and then the various activity-centered teaching-learning model for the aesthetic value is suggested. 〈Ouga〉's teaching-learning method is divided into two class periods and the first period focuses on free appreciation, response formation and understanding its aesthetic value. Based on what was learned in the first period, the second period enables the learners to internalize the appreciation with team projects. The significance of the sijo literature education emphasizing the aesthetic experience is also discussed. The activity-centered sijo teaching method for aesthetic experience enables learners to infer the authors' view of the world or the nature and furthermore to understand different author's personalities through the aesthetic value of the works. In addition, activities to analyze the literature works equips learners' critical viewpoints. The positive effects and meanings of literature to human lives are well internalized through writing tasks or other types of means to express learner themselves' evaluation and response to the literary works and this series of activities could expand the aesthetic experience towards the literary works and furthermore could bring about learners' cognitive and emotional maturity.