창의융합 교육의 관점에서 본 문학 교과서의 문제와 대안- 창의융합 교육 제재로서의 드라마 <대장금> = The problems in a literary textbook and its alternative in terms of creative convergence education - TV series Dae Jang Geum: Jewel in the palace as a topic of creative convergence education

다국어 초록 (Multilingual Abstract)

While most scholars know about the theories of convergence education, efforts are underway to address their application to educational sites. This paper examines how a literary textbook currently establishes convergence education. We present the learning model of a more desirous, creative convergence education with this examination, based on the analysis of TV series Dae Jang Geum: Jewel in the palace. The ten textbooks examined in this paper has more than one creative convergence learning activities. However, the sum of activities in each textbook is extremely different. This difference means that students do not get equal opportunities to approach these activities. Moreover, the degree of convergence is different. In this regard, there are twenty-two multidisciplinary and five interdisciplinary convergent activities in the textbooks. However, there are not any on transdisciplinarity. Now, the challenge is to identify transdisciplinary convergence education in the present textbook. The transdisciplinarity originates from not a certain discipline but real-life problems, thus marking the feature of it. This paper focuses on ‘creative thinking’ as one of the problems for addressing a transdisciplinary object. Students can develop creative thinking with the project-based learning about investigating the intelligence of the drama protagonist, Jang Geum, in light of the abstraction in the operating system of Artificial Intelligence. Jang Geum’s abstraction capability to reformulate the conventional cooking recipes and medical knowledge into new ones is similar to the cognitive ability of AI. Nonetheless, the difference between humankind and AI lies in Jang Geum’s passion, as her personality supports her creativity. Thus, the exploration of creativity that traverses the literary storytelling and the scientific discourse can produce a new appraisal of the problematic concept of creativity, allowing students to do an experience of synergic learning effects among them. As a result, beyond the fragmentation of each discipline, the transdisciplinary convergence education suggests that the knowledge students learn in school can be applicable to real life. Although ‘creative convergence education’ is difficult to be actively incorporated in textbooks or school, it will be possible in the present curriculum, if teachers deeply understand educational contents and skillfully lead students’ activity in the classroom. Therefore, we can realize that it is important for teachers to grow their practical knowledge to be able to help student's activity as well as increase theoretical knowledge. This way, students can enhance their capability and be able to lead the fourth industrial revolution age. This practical knowledge can be achievable by restructuring the pre-teacher education or retraining incumbent teachers in the teacher education institute.

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