학술논문
초등학교 시교육에서의 운율 지도 방안 연구
이용수 181
- 영문명
- A Study on the Teaching Program of Poetic Rhythm in Elementary School"s Poetry Education
- 발행기관
- 한국어문교육학회
- 저자명
- 허선애(Heo Seon-Ae)
- 간행물 정보
- 『어문학교육』어문학교육 제37집, 231~260쪽, 전체 30쪽
- 주제분류
- 어문학 > 한국어와문학
- 파일형태
- 발행일자
- 2008.11.30
6,400원
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국문 초록
영문 초록
Children in the lower grades of elementary school have the first poetic experiences through poetry learning in Korean language classes.
This implies that it"s important for students to learn poetry at the early age and to learn with easy and merry like singing songs to get spontaneous interest as getting grades up.Eventually they will get the pleasure of literature.
The most essential point at the teaching of poetry is teaching of poetic rhythm because it is the basic factor of a poem. At 7th Korean language curriculum, teaching verse for children focuses on "interest" and "reading with merry" and let children find fun expression and then feel the rhythm through onomatopoeic words or mimetic words.
However, excessive emphasis on teaching fun expressions and onomatopoeic and mimetic words is not only out of point of poetry education but also getting possibility of wrong idea about poetry to children.
Many elementary school teachers think that rhythm teaching is necessary and important. In spite of that reliable programs on teaching method is little because of poor studies. So this is a study on teaching program of poetic rhythm in elementary school"s poetry Education
ChapterⅠ. Tendency of studies about education of poetry and poetic rhythm in elementary school and theoretical ground of the study.
ChapterⅡ. Position and meaning of teaching rhythm in education of poetry. How do teaching systems of poetry and poetic rhythm are constructed as literature education in the curriculum and what learning activities are supposed to be done to attain the goal. Concept of rhythm and rhythm teaching through literature cited and precede studies.
Chapter Ⅲ. How do teachers teach about poetic rhythm at each grades? Classifying on poems written in textbooks, on aspects of rhythm and problems of rhythm teaching.
Chapter Ⅳ. Making teaching steps of rhythm, teaching plans on every steps and applying the steps to class through the reference poems. Suggesting the way of rhythm teaching.
The study shows that poems must be taught not by separatedly or fragmentedly but by grade steps on poem"s elements. To be done this, curriculum, learning activity plans and poems in textbooks must be arranged adequately.
The study made a rhythm teaching model which includes various rhythmic reference poems. As a result of application of the model, students got more interest in rhythmic poems than in poems in textbooks.
Children got to take active interest in appreciating poems through finding rhythm by reading aloud or reciting a poem with joy while they learn contents of poems or tell the feeling of poems.
Too much emphasis on finding imitating sounds, mimetic words and interesting expresses are let students stick to rule of rhythm and pass over the individual poem"s distinctive features. The study changed the sequence of teaching letting students find the sense of rhythm and then imitate imitating sounds and mimetic words by body or voice. In this relation, more studies are needed to solve the problems of current poetry teaching.
The study provided that it is meaningful to try making the model of poetic rhythm teaching program, which has not been studied much yet, for early grades in elementary school. More desirable is that various studies on teaching program which adjust to grades and students" appreciation levels are performed.
This implies that it"s important for students to learn poetry at the early age and to learn with easy and merry like singing songs to get spontaneous interest as getting grades up.Eventually they will get the pleasure of literature.
The most essential point at the teaching of poetry is teaching of poetic rhythm because it is the basic factor of a poem. At 7th Korean language curriculum, teaching verse for children focuses on "interest" and "reading with merry" and let children find fun expression and then feel the rhythm through onomatopoeic words or mimetic words.
However, excessive emphasis on teaching fun expressions and onomatopoeic and mimetic words is not only out of point of poetry education but also getting possibility of wrong idea about poetry to children.
Many elementary school teachers think that rhythm teaching is necessary and important. In spite of that reliable programs on teaching method is little because of poor studies. So this is a study on teaching program of poetic rhythm in elementary school"s poetry Education
ChapterⅠ. Tendency of studies about education of poetry and poetic rhythm in elementary school and theoretical ground of the study.
ChapterⅡ. Position and meaning of teaching rhythm in education of poetry. How do teaching systems of poetry and poetic rhythm are constructed as literature education in the curriculum and what learning activities are supposed to be done to attain the goal. Concept of rhythm and rhythm teaching through literature cited and precede studies.
Chapter Ⅲ. How do teachers teach about poetic rhythm at each grades? Classifying on poems written in textbooks, on aspects of rhythm and problems of rhythm teaching.
Chapter Ⅳ. Making teaching steps of rhythm, teaching plans on every steps and applying the steps to class through the reference poems. Suggesting the way of rhythm teaching.
The study shows that poems must be taught not by separatedly or fragmentedly but by grade steps on poem"s elements. To be done this, curriculum, learning activity plans and poems in textbooks must be arranged adequately.
The study made a rhythm teaching model which includes various rhythmic reference poems. As a result of application of the model, students got more interest in rhythmic poems than in poems in textbooks.
Children got to take active interest in appreciating poems through finding rhythm by reading aloud or reciting a poem with joy while they learn contents of poems or tell the feeling of poems.
Too much emphasis on finding imitating sounds, mimetic words and interesting expresses are let students stick to rule of rhythm and pass over the individual poem"s distinctive features. The study changed the sequence of teaching letting students find the sense of rhythm and then imitate imitating sounds and mimetic words by body or voice. In this relation, more studies are needed to solve the problems of current poetry teaching.
The study provided that it is meaningful to try making the model of poetic rhythm teaching program, which has not been studied much yet, for early grades in elementary school. More desirable is that various studies on teaching program which adjust to grades and students" appreciation levels are performed.
목차
Ⅰ. 서론
Ⅱ. 시교육에서의 운율교육의 위상과 의미
Ⅲ. 학년별 운율교육의 양상
Ⅳ. 운율 지도의 방향
Ⅴ. 결론
참고문헌
ABSTRACT
Ⅱ. 시교육에서의 운율교육의 위상과 의미
Ⅲ. 학년별 운율교육의 양상
Ⅳ. 운율 지도의 방향
Ⅴ. 결론
참고문헌
ABSTRACT
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참고문헌
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