맥락을 고려한 작품 읽기의 문학 교과서 구현 양상에 대한 비판적 검토 -2009개정 교육과정에 따른 고등학교 문학 교과서 분석을 중심으로-
분야
어문학 > 기타제어문
저자
양정실 ( Jaong Sil Yang ) , 정진석 ( Jin Seok Jung ) , 이인화 ( In Wha Lee ) , 한태구 ( Tae Goo Han ) , 우신영 ( Shin Young Woo )
발행기관
한국문학교육학회
간행물정보
문학교육학 2013년, 제41권 299~337페이지(총39페이지)
파일형식
85200686.pdf [무료 PDF 뷰어 다운로드]
  • ※ 본 자료는 참고용 논문으로 수정 및 텍스트 복사가 되지 않습니다.
  • 구매가격
    7,900원
    적립금
    237원 (구매자료 3% 적립)
    이메일 발송  스크랩 하기
    자료 다운로드  네이버 로그인
    영문초록
    This article aims to approach textbooks of literature through the ‘context’. A large percentage of textbooks refer to importance of context, and suggest detailed types of context. But it is hard to find definition of context in the textbooks. While stressing diversity of context, it is concentrate on social-cultural context that just one of the detailed type of context in textbooks. Because discussion of context is leaned to Historicist reading, the educational possibility are limited. To complement the problem, processes and outcomes of actual process for ‘reading literary works considering context’ is need to utilize examples. It is one of the strategy of textbook description that visualize the aspects of reading literary works considering context. Exploring of context in reading literary works is not detached reading literary works. Reader is a partially constrained existence rather than a completely free exist. The reason why reader could select context autonomically and the context is based on tradition and history at the same time. On this account readers have to examine reflectively for context that using reading literary works.
    사업자등록번호 220-87-87785 대표.신현웅 주소.서울시 서초구 방배로10길 18, 402호 대표전화.070-8809-9397
    개인정보책임자.박정아 통신판매업신고번호 제2017-서울서초-1765호 이메일 help@reportshop.co.kr
    copyright (c) 2009 happynlife. steel All reserved.