지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The value required in the contemporary society is ‘personality’, which is the character the society wants more people to keep. Through the literary works, learners using an ethical imagination, come to comprehend the various personal moralities and virtues of other people by the act of interacting, persuading and understanding. Therefore, it is appropriate to teach how to read by emphasizing the rhetorical ethos as an educational method.
After summed up, put together, combined, and reclassified, the essential values or virtues of personality education suggested by a lot of researchers based on this rhetorical ethos in moral education and curricula, are suggested in this thesis, as a classification standard. Each personality necessary area is fixed as the overall-aimed main value and virtue by good habitus, which was mentioned in Aristoteles’s 『Rhetoric』, and the areal main values and virtues were designed to be cultivated as a result. Categorizing these value and virtue characters, however, was an action for systemizing educational benefit sides.
Next, the 127 literary works in high school literature textbooks were put together, combined, and resorted, for fear of the fact that these works could be figured out as cannon literature for high school students. From those arranged previously as the main values and virtues of character education, among literary similar main ideas, by placing in the most outstanding categories, ‘classification of main values and virtues of character education through similar main ideas in literature’ was accomplished. Based on this, specific curricular activity examples were suggested. Subject learning activities were reviewed through the literary work called ‘Gumageom’ written by Lee Hae Jo and ‘common asking’ and ‘specific asking’, which are helpful to enhance ethos, were suggested as subject learning activities. ‘Common questions’ are the ones which can generally be applied to any texts if the main virtues and values are equal to the main idea of the text. ‘Specific questions’, on the other hand, are the ones which can be applied to the proposed text itself, and are modified ones by applying the ‘common questions’, from the main value and virtue of character education or similar main ideas in the text, to the relevant text. The example of this learning activity became the opportunity to examine the practical possibility of reading education for cultivating personality.
Modified, supplemented and extended systematically and hierarchically, hopefully this educational method can be the opportunity, when they exercise their imagination, for the students to foster the virtue with which they can develop personality, character, and morality harmoniously in their lives.
After summed up, put together, combined, and reclassified, the essential values or virtues of personality education suggested by a lot of researchers based on this rhetorical ethos in moral education and curricula, are suggested in this thesis, as a classification standard. Each personality necessary area is fixed as the overall-aimed main value and virtue by good habitus, which was mentioned in Aristoteles’s 『Rhetoric』, and the areal main values and virtues were designed to be cultivated as a result. Categorizing these value and virtue characters, however, was an action for systemizing educational benefit sides.
Next, the 127 literary works in high school literature textbooks were put together, combined, and resorted, for fear of the fact that these works could be figured out as cannon literature for high school students. From those arranged previously as the main values and virtues of character education, among literary similar main ideas, by placing in the most outstanding categories, ‘classification of main values and virtues of character education through similar main ideas in literature’ was accomplished. Based on this, specific curricular activity examples were suggested. Subject learning activities were reviewed through the literary work called ‘Gumageom’ written by Lee Hae Jo and ‘common asking’ and ‘specific asking’, which are helpful to enhance ethos, were suggested as subject learning activities. ‘Common questions’ are the ones which can generally be applied to any texts if the main virtues and values are equal to the main idea of the text. ‘Specific questions’, on the other hand, are the ones which can be applied to the proposed text itself, and are modified ones by applying the ‘common questions’, from the main value and virtue of character education or similar main ideas in the text, to the relevant text. The example of this learning activity became the opportunity to examine the practical possibility of reading education for cultivating personality.
Modified, supplemented and extended systematically and hierarchically, hopefully this educational method can be the opportunity, when they exercise their imagination, for the students to foster the virtue with which they can develop personality, character, and morality harmoniously in their lives.
목차
Ⅰ. 왜 문학텍스트를 읽어야하는가
Ⅱ. 인성교육과 수사학
Ⅲ. 인성함양을 위한 문학 독서교육
Ⅳ. 문학 독서교육을 통한 바람
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UCI(KEPA) : I410-ECN-0101-2016-802-001545649