고등학교 교과서 수록 소설은 학교 교육을 받는 성장기에 본격적으로 접하게 되는 문학작품이다. 그러므로 교과서 수록작들은 편수자들이 교육적 효과와 문학적 감성을 고려한 후, 당대 청소년들에게 최적의 것이라고 판단하는 것을 선정하게 된다. 이제까지 교과서 수록 소설들은 문학사적으로 인정된 것을 중심으로 선정되어 왔으며, 개별 작품에 대한 연구 결과도 어느 정도 이루어져왔다. 그러나 각각의 문학 작품으로써 개별적 성향이 아닌 교과서 수록 소설로서 지니는 특성이나 가치에 대한 연구는 그 성과나 발전에 있어 아직 미미한 정도이다. 따라서 ...
고등학교 교과서 수록 소설은 학교 교육을 받는 성장기에 본격적으로 접하게 되는 문학작품이다. 그러므로 교과서 수록작들은 편수자들이 교육적 효과와 문학적 감성을 고려한 후, 당대 청소년들에게 최적의 것이라고 판단하는 것을 선정하게 된다. 이제까지 교과서 수록 소설들은 문학사적으로 인정된 것을 중심으로 선정되어 왔으며, 개별 작품에 대한 연구 결과도 어느 정도 이루어져왔다. 그러나 각각의 문학 작품으로써 개별적 성향이 아닌 교과서 수록 소설로서 지니는 특성이나 가치에 대한 연구는 그 성과나 발전에 있어 아직 미미한 정도이다. 따라서 앞으로 발전적 방향의 교과서 소설 수록을 위해서도 기존 교과서 작품의 특성을 점검하는 것이 필요할 것이다. 교과서 소설의 특성을 연구 하는 데 가장 기초적인 작업은 각 교육 과정별로 어떤 작품들이 학습되어 왔는가를 통시적으로 살피는 것이다. 우리나라 교육 과정은 미 군정기의 교수요목 이래로 시대적 요구와 사회적 변화에 따라 개정되었다. 미군정과 교수요목, 6․25 이후 1차 교육 과정, 5․16과 2차 교육 과정, 유신과 3차 교육 과정, 5․18과 4차 교육 과정, 6공화국과 5차 교육 과정, 김영삼의 문민정부와 6차 교육 과정, 김대중 정부 이후 7차 교육 과정 등이 그것이다. 이러한 사실은 국어 교육이 국가 이데올로기와 밀접히 연관될 수 있었음을 시사한다. 국어 교과서의 경우 대한민국의 모든 고등학생이 배우는 영향력 있는 교재이므로, 그 ?
고등학교 교과서 수록 소설은 학교 교육을 받는 성장기에 본격적으로 접하게 되는 문학작품이다. 그러므로 교과서 수록작들은 편수자들이 교육적 효과와 문학적 감성을 고려한 후, 당대 청소년들에게 최적의 것이라고 판단하는 것을 선정하게 된다. 이제까지 교과서 수록 소설들은 문학사적으로 인정된 것을 중심으로 선정되어 왔으며, 개별 작품에 대한 연구 결과도 어느 정도 이루어져왔다. 그러나 각각의 문학 작품으로써 개별적 성향이 아닌 교과서 수록 소설로서 지니는 특성이나 가치에 대한 연구는 그 성과나 발전에 있어 아직 미미한 정도이다. 따라서 앞으로 발전적 방향의 교과서 소설 수록을 위해서도 기존 교과서 작품의 특성을 점검하는 것이 필요할 것이다. 교과서 소설의 특성을 연구 하는 데 가장 기초적인 작업은 각 교육 과정별로 어떤 작품들이 학습되어 왔는가를 통시적으로 살피는 것이다. 우리나라 교육 과정은 미 군정기의 교수요목 이래로 시대적 요구와 사회적 변화에 따라 개정되었다. 미군정과 교수요목, 6․25 이후 1차 교육 과정, 5․16과 2차 교육 과정, 유신과 3차 교육 과정, 5․18과 4차 교육 과정, 6공화국과 5차 교육 과정, 김영삼의 문민정부와 6차 교육 과정, 김대중 정부 이후 7차 교육 과정 등이 그것이다. 이러한 사실은 국어 교육이 국가 이데올로기와 밀접히 연관될 수 있었음을 시사한다. 국어 교과서의 경우 대한민국의 모든 고등학생이 배우는 영향력 있는 교재이므로, 그 ?
Novels inserted in high school textbooks are those of literary works that students in school education get access to in earnest. Thus, these textbooks have been selected by the editors who tried to determine which works are optimal to contemporary youths regarding the educational effects and literar...
Novels inserted in high school textbooks are those of literary works that students in school education get access to in earnest. Thus, these textbooks have been selected by the editors who tried to determine which works are optimal to contemporary youths regarding the educational effects and literary sensitivity. The novels in high school textbooks are those that have been admitted to be significant in literary history, and the studies of individual works have achieved certain consequences. However, research that concentrates on general properties and values of them has little accomplishment so far. Thus, it is necessary to examine what properties the novels in high school textbooks have in order to select works in the desirable direction. To review synchronically which works have been learned in each curriculum is the most basic work in studying the properties of the novels in high school textbooks. The curriculums in Korea have been revised in accordance with the demands of the times and the changes of the society since the U.S. military administration period. They are the syllabi in the U.S. military administration period, the first curriculum after the Korean War, the second one after 516, the third one after Yusin, the fourth one with respect to 518, the fifth one in the sixth Republic, the sixth one in Kim Young-Sam's Civilian Government, and the seventh one in the People's Government. This fact suggests that the education of Korean might be closely related to the national ideology. Since textbooks of Korean are the most influential which every Korean student learns with, it is necessary to examine the aspects of institutional changes through reviewing them synchronically, and to explore a desirable way of determining which novels should be inserted in the textbooks of Korean. This study investigates the properties of the novels in the high school textbooks in the theories of themes, characters, and settings. The characters, the setting and the theme implied in the characters' deeds are the core factors that reveal the nature of the novel. It is due to these factors that the novel, differently from other genres, has the function of internalization of values and introspection of life. The characters appearing in the high school textbooks fall into certain types, which the direction of institutional education leads to. Thus, studying them is can be a momentum to review the system of valuation that the public education in Korea leads to. On the other hand, this study examines the educational effects of the novels in the textbooks. The adolescent period is a period of formation of identity and social recognition. Thus, the literary education in this period can have much influence on one's view on life and literary sensitivity. Therefore, to examine how the novels in the textbooks are dedicated to the growth of the learner is a way of exalting the quality of life through the education of literature. In this regard, this study investigates how the novels in the textbooks can be dedicated to the enhancement of the learner's aesthetic emotion, their reflection on the value of life through indirect experiences, the growth of their communalism, and their succession of national culture. In addition, this study helps to understand the inherent functions of the novel, develops the appreciating ability, and makes the basis of understanding literary works. Lastly, this study investigates problems with the novels in the textbooks in order to get developmental effects in the revision of the textbooks. First, preponderance in selecting works should be avoided. Many of the existing novels in the textbooks make too much of particular periods and male writers. Second, the entrance examination should not drive the ideology of education and the logic of literature into catastrophe. Third, is not adequate for the textbooks to accept the curriculum unilaterally. The textbook of Korean has developed with revisions of curriculums for 50 years. Meanwhile, the novels inserted in them have played basic roles in determining directions of the education of literature. Undoubtedly, the standard of the work inserted has got higher in the course of revisions. Especially, the quality uplift has appeared since the sixth curriculum where the recognition of the education of novels was established. In future, we should continuously try, on the basis of the achievement of the novels in the textbooks, to find out those works that have literary significance and arouse students' sympathy.
Novels inserted in high school textbooks are those of literary works that students in school education get access to in earnest. Thus, these textbooks have been selected by the editors who tried to determine which works are optimal to contemporary youths regarding the educational effects and literary sensitivity. The novels in high school textbooks are those that have been admitted to be significant in literary history, and the studies of individual works have achieved certain consequences. However, research that concentrates on general properties and values of them has little accomplishment so far. Thus, it is necessary to examine what properties the novels in high school textbooks have in order to select works in the desirable direction. To review synchronically which works have been learned in each curriculum is the most basic work in studying the properties of the novels in high school textbooks. The curriculums in Korea have been revised in accordance with the demands of the times and the changes of the society since the U.S. military administration period. They are the syllabi in the U.S. military administration period, the first curriculum after the Korean War, the second one after 516, the third one after Yusin, the fourth one with respect to 518, the fifth one in the sixth Republic, the sixth one in Kim Young-Sam's Civilian Government, and the seventh one in the People's Government. This fact suggests that the education of Korean might be closely related to the national ideology. Since textbooks of Korean are the most influential which every Korean student learns with, it is necessary to examine the aspects of institutional changes through reviewing them synchronically, and to explore a desirable way of determining which novels should be inserted in the textbooks of Korean. This study investigates the properties of the novels in the high school textbooks in the theories of themes, characters, and settings. The characters, the setting and the theme implied in the characters' deeds are the core factors that reveal the nature of the novel. It is due to these factors that the novel, differently from other genres, has the function of internalization of values and introspection of life. The characters appearing in the high school textbooks fall into certain types, which the direction of institutional education leads to. Thus, studying them is can be a momentum to review the system of valuation that the public education in Korea leads to. On the other hand, this study examines the educational effects of the novels in the textbooks. The adolescent period is a period of formation of identity and social recognition. Thus, the literary education in this period can have much influence on one's view on life and literary sensitivity. Therefore, to examine how the novels in the textbooks are dedicated to the growth of the learner is a way of exalting the quality of life through the education of literature. In this regard, this study investigates how the novels in the textbooks can be dedicated to the enhancement of the learner's aesthetic emotion, their reflection on the value of life through indirect experiences, the growth of their communalism, and their succession of national culture. In addition, this study helps to understand the inherent functions of the novel, develops the appreciating ability, and makes the basis of understanding literary works. Lastly, this study investigates problems with the novels in the textbooks in order to get developmental effects in the revision of the textbooks. First, preponderance in selecting works should be avoided. Many of the existing novels in the textbooks make too much of particular periods and male writers. Second, the entrance examination should not drive the ideology of education and the logic of literature into catastrophe. Third, is not adequate for the textbooks to accept the curriculum unilaterally. The textbook of Korean has developed with revisions of curriculums for 50 years. Meanwhile, the novels inserted in them have played basic roles in determining directions of the education of literature. Undoubtedly, the standard of the work inserted has got higher in the course of revisions. Especially, the quality uplift has appeared since the sixth curriculum where the recognition of the education of novels was established. In future, we should continuously try, on the basis of the achievement of the novels in the textbooks, to find out those works that have literary significance and arouse students' sympathy.
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