뇌 인지과학적 관점에서 본 영어 내러티브 읽기 교육에 대한 비판적 고찰

• 영문명: A Critical Review of English Narrative Teaching Practices From the Perspective of Brain Cognitive Science
• 발행기관: 한국영미문학교육학회
• 저자명: 윤구상(Goosaang Yoon)
• 간행물 정보: 『영미문학교육』제27집 3호, 33~71쪽, 전체 39쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2023.12.31

영문 초록

This paper explores the intersection of brain cognitive science and teaching English narrative reading, identifying three key brain characteristics observed during this process. Firstly, the brain fills in information gaps from incomplete sensory data. Secondly, it actively engages in imaginative and experiential involvement with the narrative, facilitated by the action-perception circuit and mirror neurons. Thirdly, narrative reading activates the Default Mode Network, prompting self-exploration. Despite these insights, textbooks, teaching methods, and assessments exhibit discrepancies, with a focus on didactic messages, grammar, and language testing. This paper advocates for a shift towards immersive narrative reading experiences by integrating brain cognitive science findings. It proposes four reading approaches—inferential, experiential, imagery, and scene reading. Bridging these gaps can enhance education by encouraging direct engagement, imaginative exploration, and alignment of assessments with teaching goals, fostering a deeper connection between students and narrative texts.

목차

Ⅰ. 서론

Ⅱ. 내러티브 독서의 뇌 인지과학적 메커니즘

Ⅲ. 영어 내러티브 읽기 교육에 대한 비판적 고찰

Ⅳ. 결론

인용문헌

키워드

내러티브 뇌 인지과학 영어 읽기 교육 교과서 평가 narrative brain cognitive science teaching English reading textbook assessment