체코의 교육 제도와 문학 교육

• 영문명: Educational System and Literary Educations in Czech
• 발행기관: 한국중동부유럽학회
• 저자명: 김규진(Kim, Kyu-Chin)
• 간행물 정보: 『동유럽발칸학』동유럽발칸학 제4권 제1호, 142~170쪽, 전체 29쪽
• 주제분류: 사회과학 > 지역학
• 파일형태: PDF
• 발행일자: 2002.06.30

영문 초록

As we have seen above, the 9th grade literature textbook of Czech elementary school (3rd grade of junior high school in the Korean system) deals with various works from ancient literature to present-day gypsy literature. It also contains several Egyptian love poems. Among ancient literature outside of Europe it deals with Aztec and North American Indian literature, it also introduces Indian, Chinese and Japanese works, including color scroll paintings from the Tang dynasty. In ancient literature it introduces Homer's Odyssey, Aesop' fables and Plato 's works which are familiar to us. It also introduces Latin Classic literature such as Vergilius, Ovidius, Petronicus. From the Middle Ages it has the Song of Roland, the Song of Nibellungen, Tristan and Isolde and various Czech works. The Renaissance and Baroque period which is the turning point of European literature, from which we have a portion of the Hell section of The Divine Comedy, Cervantes's Don Quixote, Shakespeare's Hamlet and his sonnets and works from Erasmus, Rabelais, and Bacon. From the Czech Renaissance and Baroque it deals Comenius' works who is evaluated highly as a best pedagogue of all Europe and works of other Catholic authors. Among Neoclassicism and Enlightenment it deals with a variety of works from French writers and philosophers including Corneille, Moliere, Racine, Voltaire's novels, Rousseau's Emil and La Fontaine's Fables, from German literature Goethe's Faust and his poetry Rose and Schiller's plays and others. In the case of English writers there is Milton, Defoe, Stern and others Among 19century literature it has more various works for examples, Novalis, Grimm and Heine from Germany, Byron, Shelley, Keats, Scott, Austin, Poe, Dickens, Wilde from England, Victor Hugo, Balzac, Stendal, Zola, Baudelaire, Rimbaud, Mallarme of France and Hawthorne, Melville, Whitman, and E. Dickens of America. In case of Russia it is interesting that it deals Pushkin, Lermontov, Gogol and Chekhov but not Dostoevsky and Tolstoy. It also has Polish works of Mickiewic and Romanian Eminescu. In Czech works it deals "May" of the great Czech romanticist Karel Macha, a part of Grandmother from the female writer Bozena Nemcova and poetry and short stories by Jan Neruda. Among 20century literature it deals not only famous writers such as Triatan Tzara (a Rumanian and the founder of Dadaism), Solochov (Russian), Simboliska (a Polish poet who wrote poetry on the Vietnam war and received Novel prize for literature) and Marquez but also many important works from about 30 writers who are not familiar to us. Among Czech 20century literature it deals Hasek‘s A Good Soldier Svejk who is the pioneer of antiwar literature, Capek's play White Disease, Swell Season of Skvorecky who emigrated to Canada in 1968, The Joke of Milan Kundera who emigrated to France after Prague Spring, Garden Party of absurd play writer Vaclav Havel who is a representative of Czech absurd literature and president of Czech Republic, Pabitele of Bohumil Hrabal who is a most popular writer and is considered as a King of Czech novelists and various works of young writers such as Michal Viewegh, Jiri Kratochvil and so on. It deals with contemporary works of Gypsy writers who are attractive nowadays and experimental poetry and pictures of post-modern tendency. It shows the variety of Czech literary education especially after Velvet revolution in 1989 which gave new perspectives to Czech society. Also it is a Czech tradition of experimental spirit in art and literature. In particular, before introducing the literature of each period there are color pictures that represent or symbolize it, this is so that the student can gain an overall appreciation of that period in both literature and art. This is a feature that also shows the diversity Czech education.

목차

Ⅰ. 서 론

Ⅱ. 체코의 교육 제도

Ⅲ. 체코의 문학교육

Ⅳ. 결 론

참고문헌

Abstract