쓰기 교과서의 '활동' 구성에 대한 연구

염은열 ( Eun Yeol Yeom ) 청람어문교육학회 ( 구 청람어문학회 ) 2006 청람어문교육 Vol.33 No.-

문학교육과 문학능력 : 문학능력의 신장을 위한 문학교육 지식론의 방향 탐색

염은열 ( Eun Yeol Yeom ) 한국문학교육학회 2009 문학교육학 Vol.28 No.-

Knowledge must be not only taught in literature class, but also be derived as a result of learning literature. For this reason, literary knowledge is the beginning and closing of teaching literature. So, it is important matter for us to show what knowledge is needed in literature education and to describe the relationship with literary knowledge and literaryability or competence. This study explored the concept, peculiarity and position of literary knowledge in the Korean national curriculum(2007) and recognized the present of literary knowledge research and practice. We have found some problem. First problem is thegoal or aim of teaching literature is vague or uncertain, so there are not criteria to select, display, and assess literary knowledge. Second problem isthe confusion of contents and method. As this confusing, procedural knowledge (know how) has been regarded as the more important contents than declarative knowledge (know that) in literature education. We have shown that it is not right anymore. All kind of knowledge which is taught, is accepted as a mode of propositional knowledge to students. It is more important to alter literary knowledge to literaryability or competence. Finally, this study confirmed the proposition that the goal is decided, literaryability or competence is specialized as the goal, literary knowledge is selected, andthe method to alter literary knowledge to literaryability or competence is designed in Korean literature education.

새로운 국어교육과정과 문학교육의 미래 : 국어 활동 영역과 문학 영역의 관계 설정에 대한 연구

염은열 ( Eun Yeol Yeom ) 한국문학교육학회 2005 문학교육학 Vol.18 No.-

고전시가 연구 및 고전시가 교육 연구에 대한 비판적 고찰-『고전문학과 교육』에 실린 논문을 중심으로-

염은열 ( Yeom Eun-yeol ) 한국고전문학교육학회 2009 고전문학과 교육 Vol.18 No.-

이 논문은 한국고전문학교육학회에서 발간하고 있는 『고전문학과 교육』에 실린, 고전시가 관련 연구 경향을 비판적으로 고찰한 것이다. 고전시가 연구 및 고전시가 교육 관련 연구물들을 1차 자료로 삼아, 어떤 시기의 어떤 작품이나 장르, 문학현상 등이 주된 연구 자료가 되었는지 그 자료들이 어떻게 다뤄졌는지, 주된 관점이나 방법론은 무엇인지, 어떤 학문적 결과 내지 성과를 제출했는지 살핌으로써 학회의 학문적 정체성을 되짚어보고, 이후 학회 구성원들이 함께 논의하거나 해결해야 할 문제나 탐구 과제 등을 드러내고자 하였다. 나아가 고전시가 교육 및 교육 연구를 둘러싼 갈등의 양상을 포착함으로써, 고전시가 연구에 바탕을 둔 고전시가 교육의 발전적 방향을 모색해 보고자 하였다. 그 결과 한국고전문학교육학회가 성실한 기초 연구의 전통을 바탕으로 고전시가 연구의 본류에 있는 문제들을 다루고 있으며 고전시가 교육연구의 정체성 탐색 및 내용론 구축과 관련해서도 활발하게 연구 성과를 제출해 왔음을 확인할 수 있었다. 그리고 고전시가 연구자들과 고전시가 교육연구자들 사이에 ‘문학의 확장인가 아니면 축소인가’, ‘역사성의 외면이인가 아니면 보편성의 획득인가’, ‘인문적 기획인가 아니며 공학적 기획인가’ 하는 쟁점이 부각되어 있음도 확인할 수 있었다. 나아가 제기된 쟁점에 대한 성찰을 통하여, 고전시가 연구 및 고전시가 교육 연구의 지향과 철학, 방법론 등을 재점검하고 보완할 필요가 있다는 결론에 도달하였다. 문학연구에 초점을 두고 있거나 문학교육연구에 초점을 두고 있는 학술단체는 많지만 한국고전문학교육학회처럼 고전문학연구와 고전문학교육연구 둘 다에 초점을 두고 있는 학회는 국내에서 찾아보기 어렵다. 그런 점에서 고전문학 연구 담론과 고전문학교육 연구 담론간의 길항 관계와 갈등 양상 등을 포착하는 데, 『고전문학과 교육』 만한 학술지가 없다. 따라서 이 학술지에 대한 검토는 비단 한 학회의 학술 활동을 점검하는 차원을 넘어서, 새롭게 학문적 정체성을 탐색하여 기존의 학술 생태계에 진입하고자 하는 고전시가교육 연구 담론을 성찰함으로서, 한국 학술 담론의 지형도를 점검하고 다시 그려본다는 차원에서도 그 의미를 지닌다. 구체적으로 보면, 고전시가 연구와 고전시가 교육 연구의 상생적 발전을 도모하기 위하여 우리가 반드시 살펴봐야 할 쟁점과 그 쟁점에 전제된 철학 및 방법론의 다양성과 차이를 확인하고 점검할 수 있게 한다는 점에서도 그 의의가 적지 않다고 하겠다. This study is the critical survey on the researches of Korean classical poetry and its education in Journal of Korean Classical Literature and Education published by 'the Society of Korean classical Literature Education'. From first volume(1996) to 16th volume(2009), 64 papers were published in this Journal. And, there are three research trends, one is the researches of Korean classical poetry(38), another is the researches of Korean classical poetry education(20), and the last is the literary therapeutic approach(6). In the researches of Korean classical poetry, historical approach has been preferred, and historical position and meaning of work or genre has been considered importantly. In the researches of Korean classical poetry education, the identity of education research and the theory of expression and comprehension has been pursued, and discussed how to approach old poetry as modern reader. After this general survey, we extracted several issues we should have discussed together in our academic society. These issues are 1) 'expansion of poetry? or reduction of poetry?', 2) 'lacking of historical perspective ? or getting universality?', and 3) 'educational technological approach ? or approach of humanities?'. As a fact, this survey was planned on the occasion of a celebration of the 20th anniversary of 'the Society of Korean classical Literature Education'. So, we hoped that we would reflect our researches and ourselves as researchers by now through our survey and find new themes to research through these issues.

기행가사 감상의 경험적 성격과 의의

염은열 ( Yeom Eun-yeol ) 한국고전문학교육학회 2003 고전문학과 교육 Vol.6 No.-

The purpose of this study is to propose that the understanding literature is useful for us to write. Of course, lots of researcher have already proposed this idea. But we have few ideas why it is useful and how to understand. We research the meaning and value of understanding literature as experience. The understanding literature is a kind of experience for student. Through this experience, student abstract some knowledge and some sense attached the knowledge. This knowledge lead them to understand literature more deep and write more fluently. At this time, the thing is important is the sense attached the knowledge. The sense is a kind of positive attitude to learning. So it is necessary not only to throw our student some knowledge from outside, but also let them experience of literature properly.

고전시가 교육의 내용 탐색 -<고산구곡가(高山九曲歌)> 읽기를 예로-

염은열 ( Eun Yeol Yeom ) 서울대학교 국어교육과 2008 先淸語文 Vol.36 No.-

문학과 인간 발달 1: 문학교육과 인지발달 : 문학교육과 학습자의 발달 단계

염은열 ( Eun Yeol Yeom ) 한국문학교육학회 2003 문학교육학 Vol.11 No.-

The purpose of this study is to research what of students and how we should consider in our class for teaching our literature. For this purpose, it is necessary for us to comprehend students` development property of literary and other abilities for designing national curriculum and teaching literature in our class. The 7th Korean national curriculum (known as the curriculum by level) has been known by `the curriculum for students`. So, first of all we need to describe how much has been reflected on the development properties of students` literary abilities in 7th Korean national curriculum. The result of analysis, we have concluded that the development properties of students` literary abilities doesn`t have been reflected enough and properly in our national curriculum. We also knew teachers had had a heavy load to carry on relating this. The reason may be lacking of data for students, getting from real class. We proposed a hypothesis for getting data about the development properties of students` literary abilities. It is that the development of learner`s literary from of genre. According to this hypothesis, we proposed what kind of form or genre we teach in elementary school, too. To students in the lower level, the form of `Seolwha`(myth, legend and folktale) is useful and to students in the higher level. the form of biography (exactly speaking, the form of `Jeon` or `Kajeon` in Korean literature) is useful for writing exercise. Of course, after observation about reaction of students, this hypothesis will be revised and we will get some concrete data about the development properties of students` literary abilities.

디지털 시대 고전시가 읽기

염은열 ( Yeom Eun-yeol ) 한국고전문학교육학회 2008 고전문학과 교육 Vol.16 No.-

This study is on the reading method of Korean old poetry in the digital age. Now days, we are living in digital media. The method of getting, organizing, and producing information is changed a lot. So for keeping pace with this change, we should reflect our teaching method. Of course, the purpose of our reflection is not to follow digital media's method and change or alter existing reading or teaching method, but it is to identify proper own reading strategy of old poetry and adjust existing method for our student who are skilled with digital media. We propose three kinds of method for student readers in school. These are 1) starting like a newspaper reader, 2) getting context (reading, making hyperlink), and 3) figuring as an architect (reading as space or scenery creator). In addition, we think about recent tendency that Korean old poetry is de-constructed and re-constructed as digital contents in digital space. We call it digitalizing of old poetry. The experiencing old poetry as a digital contents is different from reading old poetry, so we cannot alter old poetry reading experience into experience of digital contents. In conclusion, digitalizing contents should be used restrictively to fertilize reading experience of original old poetry.

시조 교육의 위계화를 위한 방향 탐색 -시조 형식을 중심으로-

염은열 ( Yeom Eun-yeol ) 한국고전문학교육학회 2004 고전문학과 교육 Vol.8 No.-

Students must be taught the knowledge whatever it is, step by step, in our classroom. This is the first principle we don't have to forget. Therefore in the 7th curriculum for Korean education, it is regarded as important principle. So Korean education researchers and Korean teachers try to present different contents to their students as students' level is changed. By the way, this principle seems to be violated to teach Sijo's form. That is, the same contents has been presented for teaching Sijo's form in the elementary school, middle school, and high school. The same contents is the 'basic form' named by Choyoonjea. We try to show the 'basic form' is useful knowledge when Sijo's form is taught at the first time, though Cho's theory ('Emsuyul') is so old. Even though some korean researcher has argued it must be replaced by 'Eumboyul' or 'rhythm of meaning'. We think this kind of replacement does not satisfy the first principle. So, we also try to show the first knowledge must be expanded to deepening contents which allow for meaning.

학습자의 자기 이해를 위한 문학교육 평가 방안 탐색

염은열 ( Eun Yeol Yeom ) 국어교육학회 2009 國語敎育學硏究 Vol.34 No.-

언어의 특성과 문학적 경험의 특성상 문학교육 평가는 쉽지 않은 문제이다. 반응의 개인성과 다양성, 예측하기 어려움, 그리고 그러한 반응을 통한 잠재적 혹은 암묵적 변화까지를 읽어낼 수 있어야 하기 때문이다. 그간의 문학교육 평가 관련연구와 실천은 어쩌면 획일화되고 표준화된 문학평가 방법을 개선함으로써 문학경험의 이러한 특성을 반영한 평가 방법을 개발하려는 노력이었다고도 볼 수 있다. 그러나 그 성과는 아직 미흡해 보인다. 아직까지도 문학이라는 언어구조물과 그 언어구조물에 대한 경험을 더욱 풍요롭게 하고 개인의 성장 동인이 되는, 다양한 평가 도구가 문학교육의 장에서 활용되고 있는 것 같지는 않다. 이 연구에서 지적한 것처럼, 수행 과정에 대한 평가를 강조하고 문학 능력의 평가여야 함을 표방하고는 있지만, 현실은 여전히 인지적 측면에 치우친 표준화되고 획일화된 기존의 평가 방법에서 크게 벗어나지 못하고 있다. 이에 필자는 문학교육 평가 본연의 목표를 환기하고, 다시 말해 문학 경험의 특성을 고려하여 학습자의 변화와 성장을 포착해낼 수 있는 평가 방안을 모색해야 한다는 점을 분명히 하고, 그 구체적인 대안의 하나로 학습자의 자기 이해와 성장을 촉발하는 평가 방법을 제안해 보았다. 서사의 구성력과 반성적 사고력에 대한 신뢰를 바탕으로 서사를 이해하고 생산하는 활동을 통해 건강한 자아를 형성할 수 있다고 본 문학치료학의 발상에 착안하여, 학습자의 자기 이해 증진을 위한 문학 평가 도구 개발의 가능성을 탐색해 본 것이다. Evaluation is the be-all and end-all in education, but for that same reason it is difficult matter for teachers or researchers to plan, act, and reflect. In particular, the evaluation in teaching literature is much more difficult than the evaluation in other subjects. As the change of thinking, emotion, and attitude after experiencing literature is not tangible, it`s estimation or evaluation is too difficult. So we haven`t as yet been acquainted with evaluation method estimating this change in student`s mind. We have evaluated how much knowledge students have. These knowledge mostly has been derived from research of literature and is belong to cognitive area in mind. But We are touched and changed by literature, it is the reason why we experience and learn literature in school. The evaluation in literature education could have considered and reflected what students felt and how much touched and changed, and why. We tried to set up a new aim of the evaluation of literature education and tried to design a new method according to a new aim. That is the student oriented evaluation method which aims to improve student`s self-recognition and understanding the world they live in, stimulate student`s writing as material for evaluation and encourage self-evaluation.