구연(口演) 중심의 구비문학 교수학습 연구

Abstract

Oral literature is a form of literature handed down from mouth to mouth. Handed down in the domain of the spoken word, oral literature is distinguished from written literature. There are issues in government-authorized Korean textbooks according to the revised Korean curriculum in 2007 teaching oral literature like written literature. While it puts emphasis on the comprehension and appreciation of literary works, it pays little attention to the acception and production activities utilizing oral performances. This makes it difficult to capture the essence of oral literature. The essence of oral literature comes from the site of oral performances. Oral literature comprises three factors: the speaker producing literature, the audience accepting literature and the circumstance ruling the other two. As the three factors always affect the oral literature, there is no work identical. Therefore, teaching and learning text-only oral literature is meaningless. To solve these issues, this study suggests a teaching and learning method to capture the essence of oral literature. First, the objective of oral literature is planned in accordance with that of Korean education. Second, the teaching and learning method consists of three steps. Oral literature in the oral performance is cognitive, oral literature in its acception and production is functional, and oral literature as an overall life experience is affective. Teaching and Learning steps are divided into 'pre-learning', 'learning on site', and 'post-learning'. 'Pre-learning' is for checking the learner's background knowledge to decide the possibility for 'learning on site'. And make preparation for field learning. 'Learning on site' is for learning how to accept and produce oral literature on the site of oral performance. Learners understand the site of oral performance with their background knowledge and try to achieve the learning objective. 'Post-learning' is for learners to discuss the oral literature based on what they learn on the site and for teachers to evaluate learners. Learners participate in oral performance as speakers and audience. This study expects three educational effects as follows: First, it allows teachers and learners to get access to the essence of oral literature in education. Second, it helps then to develop overall Korean language competence. Third, it leads learners to creative thinking.