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초록· 키워드
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This research analyzes variation aspect in listing of narrative themes on middle school Korean textbook from 1st curriculum to 7th curriculum and looks into their characters.
Narratives themes on middle school textbook were listed in 1st, 2nd, and 3rd curriculums and were not listed at all in 4th, 5th, and 6th. Then in 7th, more than 10 narratives are listed. 4th, 5th, and 6th curricula are vacuum period since Korean literature is defined only as documentary literature, and unit formation of textbook is genre-centered, based on Western literature theory. In 7th curriculum, folk literature is acknowledged as Korean literature along with documentary literature, and narrative themes are listed back on middle school textbook. Meanwhile, unlike research results so far, it has been confirmed that 5 narratives were listed and been educated in 1st curriculum period.
In analyzing characters of narrative themes listed, in 1st, 2nd, and 3rd curriculum periods, legends and folktales were listed, tried to focus on humanity education such as 'loyalty,'and 'filial piety.' In 7th curriculum, myths, legends, folktales as well as foreign narratives are listed, opened a new era on narrative education as it shows various aspects in themes and subjects on listing of narratives.
When we see that narrative contributes to character building, advancement of thinking and creativity in adolescence as well as achieving goals of Korean education, various and appropriate listing of narrative themes according to schools and grades plays the important role on Korean textbooks.
Narratives themes on middle school textbook were listed in 1st, 2nd, and 3rd curriculums and were not listed at all in 4th, 5th, and 6th. Then in 7th, more than 10 narratives are listed. 4th, 5th, and 6th curricula are vacuum period since Korean literature is defined only as documentary literature, and unit formation of textbook is genre-centered, based on Western literature theory. In 7th curriculum, folk literature is acknowledged as Korean literature along with documentary literature, and narrative themes are listed back on middle school textbook. Meanwhile, unlike research results so far, it has been confirmed that 5 narratives were listed and been educated in 1st curriculum period.
In analyzing characters of narrative themes listed, in 1st, 2nd, and 3rd curriculum periods, legends and folktales were listed, tried to focus on humanity education such as 'loyalty,'and 'filial piety.' In 7th curriculum, myths, legends, folktales as well as foreign narratives are listed, opened a new era on narrative education as it shows various aspects in themes and subjects on listing of narratives.
When we see that narrative contributes to character building, advancement of thinking and creativity in adolescence as well as achieving goals of Korean education, various and appropriate listing of narrative themes according to schools and grades plays the important role on Korean textbooks.
목차
1. 서론
2. 설화 제재의 수록 변화 양상
3. 결론
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UCI(KEPA) : I410-ECN-0101-2009-710-018492686