The purpose of this study was to present a concrete teaching-learning methodology through searching a desirable course for novel education. Novel education should approach to a learner-centered literature education and get out of a text-centered literature education in order to pursue essential purp...
The purpose of this study was to present a concrete teaching-learning methodology through searching a desirable course for novel education. Novel education should approach to a learner-centered literature education and get out of a text-centered literature education in order to pursue essential purposes, the learner's esthetic experience and the formation of character, based on proper understanding and appreciation of a work. And the one regarded to the current curriculum which emphasizes "meaningful study experiences of learners" and reception and creation of literary works, we should underscore that teachers relate the everyday experiences of learners with the lives appeared in literary texts. So to speak, the perspective of novel teaching that it is possible and an effective teaching method for teachers to make their students connect to the truthfulness of the fictional lives in literary texts must be kept in teachers mind when teaching in classes. This study also designed a model of 'task-centered cooperative learning' as a concrete teaching and learning methodology and tested its effect by applying it to a 『Wonmi-dong People』 class. For it, in chapter Ⅱ, I’ve examined the present condition of novel teaching and its problems, and suggested desirable ways to teach novels. And then I’ve inquired into the theoretical background of cooperative learning that the 7^(Th) education curriculum emphasizes, and reflected on the necessity of cooperative learning in teaching novel. In chapter Ⅲ, I’ve selected 『Wonmi-dong People』 by Yang Gui-Ja, which is included in the Korean language schoolbook of the third year course of middle school of the 7^(Th) education curriculum, as the study object of the class I’ve experimented to find out effective teaching-learning methods. First with the composition contents, it analyzes the main text 『Wonmi-dong People』 and points out its special features that could be used in the teaching-learning program. And through a sort of foreign social background of 1980’s and the formal characteristic of 『Wonmi-dong People』, which is a short story cycle, I could have the students understand the intention of the author. Also, I’ve make the students think of the relations between the valuable and meaningful contents of the texts and our real life as reading Jo Se-Hui’s another short story cycle, 『A Small Ball Shot Up by a Dwarf』. In Chapter Ⅳ, designed a task-centered cooperative teaching-learning model based on the Co-op Co-op model, after existing teaching-learning methods about literature and the principles and characteristics of cooperative learning were taken into account. As a practical activity of 『Wonmi-dong People』 through task-centered cooperative learning, I suggested ‘making newspapers’, I’ve made them identify the perspective of novel teaching, that is, the connection between literary texts and the reality at which this study aims. According to this procedure, I have designed the novel teaching and learning model through task-centered cooperative learning which as five stages, which are cooperative learning plan, teacher’s instruction, group discussion and role assignment, group exercise and presentation, and evaluation and internalization. As I’ve mentioned above, this study has used cooperative learning as making students read 『Wonmi-dong People』 and express their feelings and thoughts. To teach 『Wonmi-dong People』 through cooperative learning helped the students to whom the social background and life of 1980’s were foreign connect their every life to the world seen in the work and understand it, and it could also help them live their life independently and actively. Therefore, the education of 『Wonmi-dong People』 through cooperative teaching-learning methodology is considered to conform to the general goal of literature education, that is, self-realization, improving literary ability, and developing literature and culture which the 7^(Th) education curriculum emphasizes.
The purpose of this study was to present a concrete teaching-learning methodology through searching a desirable course for novel education. Novel education should approach to a learner-centered literature education and get out of a text-centered literature education in order to pursue essential purposes, the learner's esthetic experience and the formation of character, based on proper understanding and appreciation of a work. And the one regarded to the current curriculum which emphasizes "meaningful study experiences of learners" and reception and creation of literary works, we should underscore that teachers relate the everyday experiences of learners with the lives appeared in literary texts. So to speak, the perspective of novel teaching that it is possible and an effective teaching method for teachers to make their students connect to the truthfulness of the fictional lives in literary texts must be kept in teachers mind when teaching in classes. This study also designed a model of 'task-centered cooperative learning' as a concrete teaching and learning methodology and tested its effect by applying it to a 『Wonmi-dong People』 class. For it, in chapter Ⅱ, I’ve examined the present condition of novel teaching and its problems, and suggested desirable ways to teach novels. And then I’ve inquired into the theoretical background of cooperative learning that the 7^(Th) education curriculum emphasizes, and reflected on the necessity of cooperative learning in teaching novel. In chapter Ⅲ, I’ve selected 『Wonmi-dong People』 by Yang Gui-Ja, which is included in the Korean language schoolbook of the third year course of middle school of the 7^(Th) education curriculum, as the study object of the class I’ve experimented to find out effective teaching-learning methods. First with the composition contents, it analyzes the main text 『Wonmi-dong People』 and points out its special features that could be used in the teaching-learning program. And through a sort of foreign social background of 1980’s and the formal characteristic of 『Wonmi-dong People』, which is a short story cycle, I could have the students understand the intention of the author. Also, I’ve make the students think of the relations between the valuable and meaningful contents of the texts and our real life as reading Jo Se-Hui’s another short story cycle, 『A Small Ball Shot Up by a Dwarf』. In Chapter Ⅳ, designed a task-centered cooperative teaching-learning model based on the Co-op Co-op model, after existing teaching-learning methods about literature and the principles and characteristics of cooperative learning were taken into account. As a practical activity of 『Wonmi-dong People』 through task-centered cooperative learning, I suggested ‘making newspapers’, I’ve made them identify the perspective of novel teaching, that is, the connection between literary texts and the reality at which this study aims. According to this procedure, I have designed the novel teaching and learning model through task-centered cooperative learning which as five stages, which are cooperative learning plan, teacher’s instruction, group discussion and role assignment, group exercise and presentation, and evaluation and internalization. As I’ve mentioned above, this study has used cooperative learning as making students read 『Wonmi-dong People』 and express their feelings and thoughts. To teach 『Wonmi-dong People』 through cooperative learning helped the students to whom the social background and life of 1980’s were foreign connect their every life to the world seen in the work and understand it, and it could also help them live their life independently and actively. Therefore, the education of 『Wonmi-dong People』 through cooperative teaching-learning methodology is considered to conform to the general goal of literature education, that is, self-realization, improving literary ability, and developing literature and culture which the 7^(Th) education curriculum emphasizes.
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