설화의 범교과적 활용 및 변용을 위한 이론적 고찰

염은열 ( Yeom Eun Yeol ) 한국어교육학회 2003 국어교육 Vol.- No.111

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.

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.-

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.

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.

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.

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.

기행가사의 ‘공간’ 체험이 지닌 교육적 의미

염은열 ( Yeom Eun-yeol ) 한국고전문학교육학회 2006 고전문학과 교육 Vol.12 No.-

Kihaeng-gasa' is a kind of Korean old verse which contains a variety of experiences in travel or journey. It is an account of a journey[trip], that is, a travelogue. So there are lots of description about some places and spaces. The exploring lots of places and spaces in the verse lead us, today readers, to understand ideas of spaces at that time and to increase the knowledge of that space. Because the description and explanation is about the famous places or beautiful spots or meaningful spaces, so those are like some kinds of codes. We could know through the code what the people at that time desired of, which places were regarded as the best, and what images they created about real places We made an analysis Kihaeng-gasa works enjoyed before 20th century. As a result, we found out that there were some dreams, rumours and everyday life in Kihaeng-gasa. Specially, in the spaces which speakers created, And We concluded that teaching Kihaeng-gasa should be to go through that. It seems to be a common sense, but it is not accounted much of in our class.

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

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

학습자의 자기 이해를 위한 문학교육 평가 방안 탐색

염은열 ( Eun Yeol Yeom ) 국어교육학회 2009 국어교육학연구 Vol.34 No.-

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.

“권장”의 형식을 통한 고전문학의 현재적 발견에 대한 성찰

염은열 ( Eun Yeol Yeom ) 한국독서학회 2011 독서연구 Vol.0 No.26

This study is to research how and which works we (as a modern reader) has selected as a today`s reading books from the past and recommended today`s readers. Further more this study aims to investigate the origin of the tradition or convention of selecting and recommending Korean Classical literature as today`s reading books. As a result, we understood that all today`s classical literature books were kinds of recommended books because of being existed by someone`s selecting and rewriting unlike the modern literature or another reading books. And we found that Korean classical literature has been discovered as the object of rewriting for fun, learning for exam,and reading for general education. And then the selected and recommended Korean classical literature books has built and reinforced today`s reading repertories. In such a way, recommended books has been getting some special status as a reading book. Last, we suggested the selected and recommended works did not much different from repertories constructed in early period of Korean Classical literature research. The reason of recommendation did not much differ with them of early period, too. So we proposed the reason or method of recommendation would be diversified, and then proposed a possible way which presumed a specific indivisual as a reader.