경산 코발트 광산 민간인 학살 사건의 기억과 문학교육의 가능성

정래필(Jeong, Rae-Pil) 우리말글학회 2021 우리말 글 Vol.88 No.-

전(傳) 양식(樣式)을 변용(變容)한 현대소설(現代小說)의 교과서(敎科書) 수록(收錄) 양상(樣相)

정래필(鄭來必) ( Jeong Rae-pil ) 한국어문교육연구회 2019 어문연구 Vol.47 No.3

This paper examines the contents of the textbooks containing 'modern novels that transforms jeon styles', and then considers the textbook's perspectives on the transformation of traditional writing styles, and its value as a textbook sanction for 'modern novels that transforms jeon styles'. Considered the possibility. 'modern novels that transforms jeon styles' are evaluated as a story that inherits and reinterprets the traditional narrative structure that goes beyond the grammar of modern novels. This provided the possibility of using “modern novels that transforms jeon styles” as textbook sanctions, and these novels have become the canon of the Korean Language and Literature textbooks after the 7th revised curriculum. Modern novels, which use jeon styles such as < YuJasojeon > and < Hwang ManGeun said so >, show the 'special qualities of Korean' such as humor and satire by speaking of the characters and at the same time inherit the traditional 'jeon' style. It is chosen as a sanction for textbooks. In other words, 'modern novels that transformed the jeon style' were suitable texts to integrate the achievement standard. For these reasons, despite the controversy of literary history, the two works are listed as major sanctions not only in literary literature but also in Korean language textbooks. If the trend is settled as a cease-fire in the past, it is necessary to check the value of these two works as textbook sanctions and find ways to use them productively. This paper examines the value and possibility of “modern novels that transforms jeon styles” from the perspectives of the history of fiction literature in the 1990s and 2000s, the tradition of inheritance and creation, and the teaching and learning activities.

소설(小說) 읽기 교육(敎育)에서 초점화(焦點化) 리론(理論)의 수행적(遂行的) 관점(觀點)

정래필 ( Jeong Rae-pil ) 한국어문교육연구회 2018 어문연구 Vol.46 No.1

This paper examines the current state of novel education on focalization theory and explores the possibility of focalization from a performance perspective. 'Performance' refers to the practical method of novel reading that combines the communication context of focus and the reader's interpretation process. The recent focalization theory shifts from the analysis aspect of narrative aspect to the method center of text interpretation. Based on this trend, this paper also identifies the reader' focalization and suggests a strategy for focusing on the performance level. The reader' focalization focuses on the dynamics and continuity of the scene, contributing to the integration of the interpretation of the work, and transcending the dichotomy between the subject and the object, leading to a comprehensive understanding of the person's relationship according to the context. The reader's focalization also provides the basis for interpreting the text. Thus, the reader's focalization activities can be used as a path of interpreting the work. In this paper, after reviewing the role and function of the independent focus, the focus of this study is focused on 'positioning the focalizor', 'perceiving by considering the context', and 'evaluating through the formation of perspective.' Based on these discussions, I presented the achievement standard and content elements of novel reading education related to independent focalization activities.

서사(敍事)의 기억(記憶) 구성(構成) 원리(原理)와 그 표현(表現) 교육적(敎育的) 의미(意味)

정래필 ( Jeong Rae-pil ) 한국어문교육연구회 2008 어문연구 Vol.36 No.2

Human finds the opportunity to discover new possibilities of life when he frees himself from past memories. One of the ways to do this is to construct memory and express it in narratives. In this process, the subject confronts himself in the past and organizes the memory from his current position. As shown in Wan Seo Park's novel, the process of death changes according to the perspective of narrator who remembers ‘her brother's death.’ Even if one person tells the story, the thoughts and emotions change according to its meaning for the subject and the message that has to be told. This study presents the subject's stance toward memory, pursuing newness through contre-memoire, and recovery of oneself through reconciliation as the construction principles of memory narratives. The memory construction principles would harmonize the contents and methodologies of narrative-writing training, extend abilities which remember events, keep self curable abilities about memory and help learners improve their narrative-expression abilities.

자전 소설의 읽기 방법 연구

정래필 ( Rae Pil Jeong ) 한국독서학회 2007 독서연구 Vol.0 No.18

The purpose of this study was to clarify process of reading autobiographical novels by focusing on the characteristics of autobiographical novels and on the method of reading them. The elements of reading as well as the educational meaning of reading autobiographical novels were examined. As autobiographical novels involve confession of memory and narration in dual voice, reading autobiographical novels has unique characteristics. In other words, the communication of autobiographical novels forms a complicated spectrum where author, “I” as narrating subject, “I” as experiential subject, and reader are entangled with one another. As for receiving, reader communicates with author, narrating subject, and experiential subject to provide meaning to the text. Therefore, reader must understand the content of confession by communicating with narrating subject and experiential subject and comprehend how dual voice of author is realized in the text. Based on the above discussion, the following aspects of reading autobiographical novel were found: first, readers of autobiographical novels must understand the reality of confession told by narrating subject. Second, readers must concentrate on the attitude how narrating subject deals with experiential subject. Third, readers must focus on the attitude how narrating subject reconciles with himself of the past. In other words, readers must examine how narrating subject constantly attempts to reconcile with and forgive himself of the past. Reading autobiographical novels, readers comprehend how to observe themselves of the past from the subjective perspective. Also, readers can evaluate themselves of the past by observing the psychological state of narrating subject as he remembers past memories. They also can understand how to reconcile with themselves of the past and reflect on themselves.

영화의 서술 양상을 통해 본 소설 읽기 방법 연구 - 서술자에서 초점화 주체로 -

정래필(Jeong, Rae-pil) 국어국문학회 2020 국어국문학 Vol.0 No.190

The novel tried to differentiate itself from the film based on the powerful weapon of the narrative, the narrative, a storyteller who does not exist in the video media, and has presented this as a core content of narrative education. This study examines the meaning of narrative education of focalization theory and considers how to overcome the limitations of narrator-centered fiction education through the focalization strategy of film based on novels. Descriptors may be absent in narratives, depending on the nature of the medium, but focalization appears in all narratives. In this sense, focalization has the potential to go beyond novel-oriented narrative education, and at the same time, it attracts various media narratives that stayed in the periphery. In this regard, the current curriculum suggests that the viewer be interpreted through the focalization activity. However, textbook activities do not properly reflect focalization. The film based on the novel confirms the existence value of various focalizors, and proves that it is effective to set up a domestic situation and focus on it. This study suggested a novel reading method by dividing it into basic activities and deepening activities according to the behavior of the focalizor.

일반논문3 : 문화적 기억의 문학교육적 가능성

정래필 ( Rae Pil Jeong ) 한국어교육학회(구 한국국어교육연구학회) 2013 국어교육 Vol.0 No.143

A learner carries out ``cultural activity`` in the process of acceptance and production of literature. Cultural memory is mechanism of memory which is intervened in the process of transmission and creation of culture. This aims to exploring content and method transmitted to ``now and here`` rather than investigating past fact itself. That is, a learner does not stay in learning past events as historical knowledge, but re-interpret past events from the view of present time. As it were, a learner creates present cultural meaning with a medium of text. This is the very reason why ``cultural memory`` should be introduced in literary education. This study sees that discourse of ``cultural memory`` can provide concrete method of literary education as cultural practice. Importance of a certain event is based on that the event is memorized as important fact, it gives influences on present time enough when there are continued changes. The event itself is not important. Such continuancy of memory becomes a power to maintain current community. Accordingly, this activity can be a method of literary education - the activity to investigate formation process of cultural memory with a medium of literary text and to reorganize memory based on present cultural context. This study suggested a method at the dimension of ‘to find cultural memory’, ‘to understand discourse of memory’, and ``creation of meaning of cultural memory’. A learner should be a subject to create cultural memory going beyond a subject to accept transmitted cultural memory. To do this, a learner should be equipped with ability to analyze cultural memory shown on literary text and to criticize it from meta view. And literary education should play a role to cultivate a subject to accept and create cultural memory.

소설 재구성의 읽기 교육적 의미 연구

정래필(Jeong Rae Pil) 동남어문학회 2016 동남어문논집 Vol.1 No.41

이 글은 텍스트 생산과 수용에 관여하는 문화적 맥락을 규명하고, 현재 학습 독자의 의미 구성 과정을 탐구했다. 이를 위해 연재본과 단행본 〈삼대〉를 비교하면서 창작 당시의 문화적 맥락이 텍스트에 반영되는 양상을 제시하고, 학습독자의 현재 문화적 상황에 따라 재구성한 〈삼대〉를 분석했다. 〈삼대〉의 연재본과 단행본은 인물의 성격이나 스토리의 전개 면에서 차이를 보인다. 단행본은 연재본의 스토리 세계를 조정함으로써 그와는 다른 문화적 의미를 생성하고 있다. 〈삼대〉는 1930년대의 고정된 텍스트가 아니다. 왜냐하면 시대, 혹은 사회문화적 조건이나 환경이 달라짐에 따라 제2의, 제3의 〈삼대〉로 다시 태어날 수 있기 때문이다. 1947년의 염상섭이 그랬듯이 현재의 학습자도 자신이 속한 공동체 내의 문화적 상황이 드러나도록 또 다른 〈삼대〉를 만들 수 있다. 비록 그것이 작가의 수준에는 못 미친다고 하더라도 학습자 역시 〈삼대〉를 재구성할 수 있는 주체가 될 수 있다. 이 점에 주목하여 소설읽기 교육의 방법과 의미를 제시했다. The newspaper serial edition and the separated volume of Samdae show differences in character of figure or development of story. The separated volume creates new cultural memory by adjusting story world of the newspaper serial edition. This is because Samdae can be born again as the second and the third Samdae, not fixed text of 1930s as era, sociocultural conditions or environment changes. Like Yum Sangsub adapted Samdae in 1947, present learners also can make another Samdae so that cultural situation of learners’ community can be disclosed. Though it does not reach level of the writer, learners can do activity to reorganize Samdae by applying cultural memory too. It should be especially noticed that Samdae is an work always printed on a textbook regardless of revision of educational curriculum. This is because learners understand and assess Korean society of the past while consciously or unconsciously accepting view of value and world of Samdae printed on the textbook. This gives much implication in organizing activity of learners who explore cultural context in literary education, into educational contents. The study discussed on direction of literary education as cultural practice.

서사화에서 경험의 구체화 방법 연구

정래필 ( Rae Pil Jeong ) 한국문학교육학회 2013 문학교육학 Vol.40 No.-

As the concept of experience has a outstandingly complex meaning and is not visually clearly verifiable, it has a limit to suggest this as a model or strategy of writing. Nevertheless, the activity to express the experiences as a narration has the meaning in literature education in which the learner can have an opportunity to introspect ontologically beyond the level to simply improve functional writing. This article suggested the method to concretize the experiences in narrative writing by regarding ``time experiences which the main body experienced in the past`` as experiences. We have researched the process which the main body narratives own experiences, In this process, we have verified that the experiences existing in spiritual world of main body are concretized into narrative language by perception action of main body. Learners are not always prepared to concretize own experiences into narration. The first thing to organize the experiences into narration is to explore experiences. The, how learners do the exploration of experiences? First, learners can approach to the past experiences using intuition after forming the image via special opportunity. Second, learners can express with narrative language by selecting the most suitable experience in current state of various experiences approaching to them. In this process, learners finally concretize experiences by giving the meaning to the experiences.

교과서의 서사 수용에 대한 비판적 연구:

정래필(Jeong Rae Pil) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.9

It would be naturally different between using narrative as a learning tool in the education for textbook and actively teaching narrative genre in the curriculum of the Korean language. In the curriculum of the Korean language, narrative education develops from education focused on genre of literature, that is, novel to acceptance of routine, popular, and various cultural experiences . Recently besides Korean language and Ethic, narrative is actively accepted even in mathematics and physics curriculum which seem not be related to narrative. This would come from judgement that power of story by narrative can help students learn knowledge of textbook. Most textbooks uses narrative. What are the reasons? There are two main reasons that have been said. First, Narrative induces interest of learners. Second, Narrative easily conveys difficult knowledge in the textbook. The two reasons are far from this - to explore essence and principle of narrative, and connect to knowledge in the textbook. In the education for textbook, it would be necessary to accept narrative by considering knowledge in the textbook, essence and function of narrative, and capacity of learners in regards to narrative. Textbook introduces narrative in various ways. But knowledge in the textbook and narrative as a play are separated each other. Level of completion of narrative is low and some activities that do not consider learners capacity are suggested. In education for textbook, first of all, essence of narrative should be explored. And then, being fit to characteristics of education for textbook, principle of narrative should be suggested. In addition, it would be necessary to develop methods to use narrative by considering context according to principle of integration between curriculums for education for textbooks.