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초록

In this study, we will analyze film ideology that arises as a problem in the relationship between film images and the world, and then examine film literacy as a solution. In particular, given that the research object is the problems derived from provocative film, we studied how ideology works and how movies should be literate, focusing on Eastern and Western violent film. Film is window into the world and a mirror that reflects the world. Therefore, we get the opportunity to think and reflect on ourselves and the world through film. In other words, we must understand that film is not just a means of expression, but a medium that connects us with the world. Therefore, it is necessary to have an eye to discern the aesthetic value in a film. This kind of insight is largely cultivated rather than innate. Therefore, continuous exploration of images and the world is necessary. In a modern society overflowing with provocative violent film, the film literacy we need more than anything is to raise citizens with humanistic knowledge who can think sensibly. Through film, people should be educated to become citizens who can think philosophically about their attitude toward life toward themselves, their community, and the world. To this end, the application of the ‘Minjupia’ actual class model, which is citizenship education through film, is suitable for improving film literacy. This teaching model is a learner-centered program that aims for civic education through constructivist Learning theory and civic education based on the Beutelsbacher Konsens. This teaching model promotes active thinking rather than passive viewing of film through the thesis process. When you continue to train yourself to watch film using this teaching model, your ability to think independently and critically about film will improve.

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