분야
pdf1. 연구의 필요성 및 목적 ··················································································1
2. 선행 연구 고찰 ·······························································································4
가. 문학의 맥락에 관한 연구 ········································································5
나. 맥락 중심 문학교육에 관한 연구 ···························································6
3. 연구의 절차 ··································································································10
II. 맥락 중심 문학교육의 형성 ············································································12
1. 문학교육 패러다임의 변화 ··········································································12
2. 맥락 중심 문학 소통의 이론적 배경 ··························································16
3. 개정 교육과정 문학 영역의 맥락에 대한 재고 ·········································22
4. 맥락 중심 문학교육의 의의 및 지향점 ······················································27
III. 문학 맥락의 범주와 맥락 요소 ·······································································33
1. 문학의 맥락 개념 및 특성 ··········································································33
2. 문학 맥락의 범주화 ·····················································································44
3. 문학 맥락의 범주화에 따른 맥락 요소 ······················································51
IV. 맥락 중심 문학교육의 원리 ············································································73
1. 학습자의 맥락화에 대한 탐구 ·····································································73
2. 학습자와 수용맥락 간의 상호작용 ·····························································75
3. 학습자 수용맥락의 개방성 ··········································································79
4. 학습자 삶의 맥락과의 연계 ·······································································81
Ⅴ. 맥락 중심 문학교육의 실제 ··············································································84
1. 맥락 중심 문학수업 모형 설계 ···································································84
2. 맥락 중심 문학수업 모형 구안 ···································································86
3. 맥락 중심 문학수업의 실제 ·····································································109
Ⅵ. 결론 ···················································································································133
참 고 문 헌 ···················································································
게 되며 맥락 안에서 결정될 수 있는 것으로 본다. 즉 언어의 의미는 고정적
이거나 객관적인 것이 아니라, 그 언어를 사용하는 주체들의 맥락 속에서 의미
를 드러내며 맥락이 제거된 상태에서의 의미 결정은 불확실한 것으로 보고 있
다. 주체가 언어로 표현하고자 하는 것과 그것에 대한 주체의 인식은 결코 일치
한다고 할 수 없다. 왜냐하면 주체들 각각에 의해 선택 활용되는 언어 수행들은
단순히 언어 그 자체만이 아니라, 언어공동체 안에서 주체들이 갖는 언어에 대
한 의식과 관습, 사회･문화적 상황, 의사소통 시점의 구체적인 시공간 속의 물
리적, 심리적 형태의 정보 등을 포괄하는 상황 속에서 구체화되는 맥락에 의해
실현되기 때문이다.
언어의 의미를 이러한 맥락 속에서 보려는 철학적 패러다임이 국어교육에 영
향을 미침으로써, 2007년 새롭게 고시된 개정 교육과정의 국어교육에서도 언
어 수행의 맥락을 강조하고 있다. 국어과 개정 교육과정에서는 기존의 탈맥락적
국어교육에 대해 비판을 가하면서, 국어교육의 내용체계를‘지식’,‘기능’과
함께‘맥락’으로 범주화하여 제시하고 있다. 내용체계에‘맥락’요소가 새롭게
제시된 것은 국어교육 행위가 맥락을 구성하는 여러 요소들에 영향을 주거나,
맥락에 의해 영향을 받는 것임을 시사한다. 이는 그동안 소외되어 왔던 국어교육의 의사소통 과정에 필연적으로 작용하는 맥락들의 중요성을 비로소 인식하게
되었으며, 교육의 장에서 다루어야 할 요소로 끌어내게 되었다는 것을 의미한
다.
김영민,『컨텍스트로, 패턴으로』, 문학과지성사, 1997.
김욱동,『모더니즘과 포스터모더니즘』, 현암사, 1993.
김욱동,『대화적 상상력』, 문학과지성사, 1994.
나병철,『문학의 이해』, 문예출판사, 1994.
박수자,『읽기 지도의 이해』, 서울대학교출판부, 2001.
박인기 외,『국어교육과 미디어 텍스트』, 삼지원, 2000.
박인기 외,『문학을 통한 교육』, 삼지사, 2005.
서울대학교 국어교육연구소,『국어교육학 사전』, 대교출판, 1999.
우한용,『문학 교육과 문화론』, 서울대학교출판부, 1997.
이경화,『읽기 교육의 원리와 방법』, 박이정, 2001.
이상구,『구성주의 문학교육론』, 박이정, 2006.
이선영,『문학비평의 방법과 실제』, 삼지원, 1983.
임웅 외,『교육심리학』, 학지사, 2007.
정옥분,『인간발달 이론』, 학지사, 2004.
정재찬,『문학교육의 현상과 인식』, 역락, 2004.
차봉희 편,『수용미학』, 문학과 지성사,1985.
최운식 외,『문학교육론』, 집문당, 1986.
최인자,『국어교육의 문화론적 지평』, 소명출판사, 2001.
최창렬 외,『국어의미론』, 개문사, 1986.
한국어문연구소,『독서교육사전』, 교학사, 2006.
한철우 외 편,『과정 중심 독서 지도』, 교학사, 2001.
