2015 문학 교과서 감정 교육의 현황과 개선을 위한 비판적 재검토

초록

The purpose of this study is to critically review the use of the terms ‘feeling’ and ‘emotion’ by analyzing high school literature textbooks based on the 2015 Korean language curriculum, and to suggest the direction of emotional education. The operational definitions of ‘feeling’ and ‘emotion’ based on discussions in literary education, including the Korean language curriculum, in this paper are as follows. ‘feeling’ is ‘non-persistent and a primary response to a situation or element’, and ‘emotion’ is a complex and continuous response formed by ‘feeling’ interacting with other elements (experience, context, expression method, etc.). The results of examining the use of the term ‘feeling’ centering on 10 2015 literary textbooks are as follows. First, even in the same context due to the ambiguous standard of the term ‘feeling’, different terms were used for each textbook. Second, the activity related to ‘feeling’ focuses on the analysis of the author, and it was possible to confirm the knowledge-centered activity composition. Third, since appropriate scaffolding is not presented in the activity and short-answer answers are often required, it is necessary to supplement the concrete method. Fourth, the hierarchy of ‘feeling’ and ‘emotion’ is not clearly revealed, there is no specific guidance or explanation in activities related to ‘feeling’, and it is necessary to consider the connection of each activity.

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