대화주의에 따른 문학 교과서 날개 질문 구성 방안 연구

Abstract

Literature classes of the elementary schools are, by and large, initiated by the questions raised in the textbooks. However, those questions are likely to fall short of leading to active involvement of students with the factual and interpretive to develope imagination and experience various walks of life. Questions for the literature education if ever designed to stimulate literature responses and emotion of students should allow students not only to understand the textual meanings of literature but also to organize new meanings from them. In that line, questions in the textbook are required to create substantial changes in the literature classes. Against the backdrops, this study is intended to suggest new questions necessary to galvanize the responses of students based on the question analysis in the textbook of the middle school. To that end, this study analyzes the questions in the literature textbook of the middle school students in detail, thereby organizing the principles for questions in the textbook. With regard to the contents, the significance and typology of literature responses are reviewed for setting up the categories of literature responses. Furthermore, the categories of questions required for the storytelling textbook are suggested after reviewing the significance of questions in the literature education. Literature responses are regarded as 'the one that expressing the changes of mind, thinking and emotion of students from the literature textbook reading.' Literature responses break down into five categories : emotion, linkage, summary, interpretation and evaluation. Also, the questions in the storytelling are grouped into six, concerning the locations and levels of them : questions before and after sources, factual, interpretive, evaluative, and reflexive. Thus, the questions in the stories should take into consideration the literature reponses including emotion, linkage, summary and evaluation more and increase the percentages of interpretive, evaluative and reflexive questions. Additionally, each question shouldn't be arranged hierarchically but allowed to be changed in arrangement according to different stories. Finally, this study has its limitations. With the enjoyable and moving stories and the questions to inspire the literature responses of students in mind though, this article needs to study more on other subjects excluded intentionally or unintentionally owing to its focus on question-structuring on the basis of literature reponses. Moreover, following empirical studies on if the suggestion of this study has any implications in classrooms are required down the road.