문학교육과정 실천태(實踐態)로서의 문학 교재와 수업에 관한 고찰

초록

One of the points in the literary education phenomenon which claims our attention is how could literary curriculum to be converted into literary textbook, and how could the content of textbook to be converted by the teacher’s class. Thus, this study treated 7th literary curriculum and literary textbook and the conversion aspects of literary class, and the aspects that contents system(article section and the table) of “acceptance and creation of literary” in the literary curriculum was reflected to 18 kinds of literary textbook were typicalized as the “change adaptation type” which accepts the change feature which is required for the education process, and the custom of literary textbook which has been handed down, Volume I was typicalized by branch, and the last Volume was typicalized “custom-oriented type” which follows the traditional configuration based on literary history and “revision eclectic type” which treats ‘principles’ independently and configures by branch actually. In addition, as aspects of application of textbook in the literary class, the interviews of literary teacher in high school, teaching videos and EBS special lecture for college entrance exam were analyzed, so the teacher who uses the textbook more in the literary class was typicalized as “reliant transformation type” which reappears the education process depends on textbook, and the teacher who recognizes the textbook as one of the various things was typicalized as “reconstructive repletion type” which uses the various texts suitable for textbook and learner’s psychological, cultural demand, and the other teacher was typicalized as “practical alternative type” which substitutes the college entrance exam as a practical purpose for the textbook.

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