고등학교 문학 교과서의 정서 이해 학습활동 연구-고려속요를 중심으로-

초록

The purpose of this paper is to research into the teaching-learning activity about emotion in the literature textbook and to establish the position of emotion in lyric poem. In advance, I will suggest an issue about the relation between goal of unit and teaching-learning activity. The emotion-related teaching-learning activity is involved in almost every elements of lyric poem for instance poetic material, theme, background, situation, will, stance, attitude, desire etc. It is related to mood and tone too. So the emotion of poetic speaker’s is used as the clue to interpretation or appreciation. And the word referring to certain emotion tend to be concealed at instruction sentence. It would be result from the consideration of implication of poetic diction. The emotion-related teaching-learning activity is disposed almost every unit regardless of the goal of unit. It means that the poetic speaker’s emotion is intrinsic element of lyric poem, and it is essential step in teaching-learning process. It is disposed to mediated intended curriculum at nation level and deployed curriculum at classroom level. It is a general convention that ‘content learning’ precede ‘target learning’ in the textbook, and the ‘content learning’ activity deal with poetic speaker’s emotion. But it would be a error under consideration of the status of emotion in lyric poem. Because every learning activities have to flow to understanding poetic speaker’s emotion. Therefore it is desirable that ‘content learning’ dealing with poetic speaker’s emotion is preceded by ‘target learning’.

키워드