공간 중심 소설교육 방안 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to emphasize the significance of space-focused novel education and expand the scope of novel interpretation education, considering the high status of space in understanding modern society. Furthermore, it is intended to show that the space in the novel can provide an opportunity for learning readers to think about the real space. If learning readers can raise objections to the order of space in reality through the space embodied in novels, then the space where learning readers read and write novels can be reborn as a heterotopia.
Even if it is a conventional wisdom in literature education that the space of a novel is closely related to the subject of a novel, there are not many related studies. There are also rare on-site novel classes that attempt to interpret a novel centered on space and then move on to thinking about the problem of real space. Accordingly, in the process of deriving the meaning of the novel space, it was theoretically considered that the external context could be used as a resource for interpreting the meaning of the space of the novel. Furthermore, based on the theory, the contents and methods of education that can be used in class were derived.
It is not that there is no research on literature education that pays attention to the space of novels. However, the external discourse that is mainly used to deepen the interpretation of space in the novel is 'place and placeless', which is the result of humanistic geography. In order to expand the related discussion, the novel was interpreted using intertextual discourses such as 'non-place', 'heterotopia', and 'biopolitic', and then the actual contents of the class were constructed. These space-related discourses clearly show that the order of modern society is also established through space. Based on these discussions, the process and results of space-oriented novel education were presented, and its validity and necessity were emphasized.
In order to re-emphasize the importance of space-focused novel education, which allows us to think about real space through the space in novels, and to prepare related educational plans, related theories were reviewed in Chapter Ⅱ. First of all, by examining the narrative theory of structuralism, the concepts needed to reconstruct the meaning of space based on the discourse of the novel were accepted and utilized in deriving educational plans. The narrative theorist paid attention to in Chapter Ⅱ is S. Rimmon-Kenan. referring to the 'process of reconstructing the meaning' of a character suggested by Rimmon-Kenan, it was used as a basis for deriving the characteristics and meaning of 'story-space'.
Based on the spatial information presented in the text, moving to the semantic layer allows us to utilize the external context to interpret the space of the novel. If we accept Patrick O'Neill's discussion here, we can prepare the basis for expanding and deepening the discussion on the space of the novel. O'Neill divided the discourse of the text into an intratextual discourse and an extratextual discourse and regarded this as the basis for deriving the story. O'Neill's theory provides a theoretical foundation to accommodate various spatial discourses such as geography and anthropology to the interpretation of the meaning of space in the novel. This becomes the basis for broadening the horizon of space-oriented novel education.
On the other hand, after segmenting the novel centered on space, a unit of re-segment was prepared to grasp the meaning of space. If knowledge of external context is provided as schema when deriving the meaning of space using a summarizing rule at the re-segment of text, it is possible to materialize a way to deepen interpretation education centered on space.
In addition, in order to check the validity of the theory and broaden the horizon of space-focused novel education, an attempt was made to interpret the novel based on 'non-place', 'heterotopia', and 'biopolitics'.
Ha, Geun-chan's 'the sufferings of the Father and the Son' and Jang, Eun-jin's 'A Remote Place' emphasized the process of deriving the space of the story layer centering on the internal discourse of the text. At this time, through the space of 'the sufferings of the Father and the Son', the relationship between the topographical factors of the space and the psychology of the characters was discussed. And Through the space of 'A Remote Place' , it was discussed that the geographical factors of space and the social meaning of space are related.
The spatial meaning of 'McDonald Melancolia' by 'Jeon Kyung-rin' and 'Axis of the Day' by 'Kim Ae-ran' was considered in relation to Marc Auge's concept of 'non-place'. Kim, Ae-ran's 'Paper Fish' and Jeong, Se-rang's 'See You on the Rooftop' examine the aspect of raising objections to the hopeless space of the city through the concept of 'heterotopia'. Through Yeom, Sang-seop’s 'Mansejeon' and Jo, Nam-ju’s 'Saha Mansion', the theory of social evolution and the power to manage life were embodied in the space of the story-world.
In Chapter Ⅲ, based on the theoretical considerations in Chapter Ⅱ, the contents and methods of space-focused novel education were derived. The educational content is summarized as deriving the meaning of space in the novel through the text's internal discourse and external context, and examining the real space order in which the learning reader lives. The specific contents of education are ″① Understand how the space of a novel interacts with characters and events. ② Based on the contents of the work, the characteristics and meaning of the space of the novel are grasped. ③ Understand and interpret the novel space based on the external context. ④ Based on the understanding of space in the novel, reflect on the status of space in life and promote spatial practice.″
In Chapter Ⅲ, the educational method was set in a direction that could cover all educational contents. The educational method is in the order of ″reading the text → segmenting based on space → re-segmenting based on narration method → confirming topographical space and interpreting spatial meaning → making connections with the subject → writing to restore the otherness of space.″
After reading the text, the text is first segmented based on the space scattered After reading the text, segment the text based on the space presented in the novel. Then, the text is re-segmented based on narration methods such as narrative, argumentation, explanation, description, dialogue. The contents of the re-segmented text were summarized and configured to interpret the topographical space and spatial meaning. At this time, the meaning of space can be constructed in consideration of concepts such as non-place. After that, I conceived an activity that connects the meaning of space and the theme of the novel. Furthermore, writing was conducted to examine the order of the actual space of learning readers, and activities to re-recognize the order of space were prepared.
At the same time, an interpretive community was established so that learners could share background knowledge with each other, and learners could check their interpretations, so that interpretation communication could take place. Interpretive communication refers to an activity in which readers share their interpretation of the text with the members of the community and deepen their interpretation through competition, negotiation, and coordination with others' interpretations to broaden the horizons of the interpretive community.
In Chapter Ⅳ, the process and results of the actual class were presented. The actual class was centered around the 'Axis of the Day', and the process of reading and interpreting the novel was done through individual and group activities. The learning activities were conducted in the order of the education method presented in Ⅲ.
Through the analysis of the results of learning readers' activities, it was confirmed that the understanding of the space and the characters existing in it deepened when approaching the situation of the character through the concept of 'non-place'. Furthermore, it was confirmed that there was also a result of raising questions about the order of real space by clearly verbalizing that the order of real space is related to non-place. On the other hand, it was confirmed that the communication of the interpretive community prepared for the interpretation of the novel results in checking and supplementing errors in interpretation and broadening the horizon of discussion.

목차 (Table of Contents)

• Abstract ⅰ
• Ⅰ. 들머리 1
• 1. 문제 제기 및 연구 목적 1
• 2. 선행 연구 검토 8
• 3. 연구 대상 및 연구 방법 15
• 1) 연구 대상 15
• 2) 연구 방법 및 과정 19
• Ⅱ. 공간 중심 소설교육의 이론적 기반 및 소설 해석 22
• 1. 교육 방안 구성을 위한 이론적 고찰 22
• 1) 공간의 특성과 의미 재구성 22
• 2) 스토리 층위의 공간과 거시구조 28
• 3) 거시구조 도출을 위한 재분절 단위 모색 31
• 2. 공간 중심 소설 해석의 실제 35
• 1) 내적 담화를 기반으로 한 공간 중심 소설 해석 35
• (1) 심리적 요인 중심의 공간 의미 해석 35
• (2) 사회적 요인 중심의 공간 의미 해석 44
• 2) 상호텍스트성을 기반으로 한 공간 중심 소설 해석 51
• (1) ‘비장소’ 개념을 활용한 소설 해석 51
• (2) ‘헤테로토피아’ 개념을 활용한 소설 해석 75
• (3) ‘생명관리정치’ 개념을 활용한 소설 해석 91
• Ⅲ. 공간 중심 소설교육의 방안 구성 117
• 1. 공간 중심 소설교육의 목표와 내용 117
• 2. 공간 중심 소설교육의 방법 122
• 3. 수업의 변인 점검 및 차시별 활동의 설계 131
• 1) 학습자 변인과 교수·학습 환경의 변인 131
• 2) 교재 변인 134
• 3) 차시별 활동의 설계 136
• Ⅳ. 공간 중심 소설교육의 실제 및 결과 139
• 1. 배경지식의 제공과 그 수용의 결과 139
• 2. 소설 공간 분절하기 활동 144
• 3. 공간의 특성과 의미를 도출하는 활동 148
• 1) 묘사와 설명을 중심으로 한 공간의 의미 파악 148
• 2) 사건과 대화를 중심으로 한 공간의 의미 파악 168
• 4. 소설의 주제와 연관 짓는 활동 176
• 5. 공간의 타자성 회복을 위한 글쓰기 활동 178
• 1) 현실공간을 비장소로 접근하여 경험을 제시한 경우 178
• 2) 가상공간을 비장소로 접근하여 경험을 제시한 경우 184
• 3) 독서 경험을 제시한 경우 187
• Ⅴ. 마무리 191
• * 참고문헌 196