교육과정-수업-평가 일체화에 대한 문학교육론적 회의

초록

The purpose of this essay is to raise the problem of the alignment of curriculumclass-evaluation that is taking place around the school in terms of literature education and to find a desirable composition of literature education. It seems that the alignment of curriculum-class-evaluation is the ideal composition of education in all subjects, but it is not considered the ideal composition of literature education at least. The reason for this is as follows. First, it does not fit with the nature of literary works, which are the overall structure of various elements. Second, it is not compatible with the nature of knowledge that has structure, system, and context as its essence. It is rather desirable to add other elements of learning that are deviated from units that have certain qualities of literature as core learning elements due to the segmental achievement standard. The contents of these surplus learning activities are expected to have the effect of broadening the denotation of literature education and expanding its role. This is why we should be wary of the rigid application of the alignment of curriculum-class-evaluation in literature education.

키워드