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본 연구의 목적은 문학교육과 관련하여 ‘유아에게 무엇을 가르칠 수 있는가’에 대한 교육 전문가들의 의견을 수렴하여 유아 문학교육의 내용을 제안하는데 있다. 이를 위하여 유아문학교육의 내용을 ‘문학에 대한 태도’, 문학 이해 및 감상’, ‘문학 창작’, ‘문학 비평’의 4범주로 나누고 총 19가지 내용, 45가지의 하위내용으로 구성하였다. 전국의 문학 교육전문가와 유아교사 총 503명을 대상으로 설문조사를 하여 빈도와 백분율 분석을 하였다. 연구 결과 첫째, 유아 문학교육 내용으로 ‘문학 비평’에 비해 ‘문학에 대한 태도’와 ‘문학적 이해와 감상’, ‘문학 창작’이 포함 가능성이 더 많았다. 둘째, 균형 잡힌 문학 교육과정을 위해서는 내용 선정에 대한 합의와 각 내용의 개념 정리를 위한 지속적인 논의가 필요하다. 셋째, 영아에게 적합한 문학 교육의 내용은 거의 대부분 ‘문학에 대한 태도’와 ‘문학 이해 및 감상’ 영역에 해당되는 내용이었다. 넷째, 교육과정 속에 문학이 자리 잡기 위해서는 유치원교육과정과 표준보육과정 내에 고유한 ’문학‘의 영역을 포함시켜야 할 것이다. 다섯째, 문학교육의 내용 선정을 할 때는 유아의 각 발달단계에 적합한 문학교육의 내용에 대한 논의와 함께 위계화 작업이 필요하다.


The purpose of this study is to suggest appropriate contents of children’s literature education based on the survey asking “what can be taught to children” to experts and teachers. The inviting questionnaire was progressed through literatures investigation, professional consultation, and preliminary survey. The contents of children’s literature education had attitude towards literature, understanding and appreciation of literature, literary creation and literary criticism, including 19 contents and 45 sub contents in sum. The survey asked for the opinions of 503 experts and teachers and data was analyzed by the frequency and percentage. According to the result of the survey, more than 90% of the respondents agreed to the contents in attitude towards literature, understanding and appreciation of literature, and literary creation while it was only 82.8% for literary criticism. Among the contents of the “attitude towards literature,” “being curious about literary works” ranked the highest with 94.2% and “spontaneous choice of literary works” ranked the lowest with 88.2%. Among the contents of the “understanding and appreciation of literature,” “reading various genres” ranked the highest with 95.2% and “knowing the names of writer and illustrator” ranked the lowest with 81.0%. For “writing,” 92.6% of the respondents favored “drawing about the contents of literary works” while only 86.4% of them did for “modifying literary works.” Among the contents of “literary criticism,” 91.6% of the respondents liked “talking about feelings, thoughts and experiences about literary works” while only 74.1% of them liked “finding common points and differences between works of the same writer.” Experts assessed 14 contents (8 contents in attitude towards literature and 6 contents in understanding and appreciation of literature) as appropriate contents for young children among 45 compared to other contents, while teachers chose only 5 appropriate contents (2 contents in attitude towards literature and 3 contents in understanding and appreciation of literature). The result of this study is as follows. First, the respondents choose understanding and appreciation of literature, and literary creation as contents, compared with literary criticism. Second, it requires continuous debates over curriculum in order to choose appropriate contents and clarify definitions of contents. Third, appropriate contents for young children were contents in attitude towards literature and understanding and appreciation of literature. Fourth, it is recommended to set up “literature” as a separate class in National curriculums of kindergartens National Curriculum for Child Care. Last but not least, it is necessary to discuss appropriate contents of literature education considering development stages of children, as well as setting a priority among the contents.


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contents of children’s literature education attitude towards literature understanding and appreciation of literature literary creation literary criticism