학생질문 생성 전략을 활용한 시 감상 지도 방안 연구

A Study on Poetry Appreciation Teaching Method Utilizing Student Question-Generation Strategy

Literature is taught to enhance students indirect experiences and imagination through the understanding and appreciation of literary works. The cultivation of creative minds and the purification of human emotions through the teaching of literature is of great importance in education. The purpose of poetry teachings are to make students to bring up their poem sensibilities and it's power of imagination, and to make them to search their whole life process by let them to contact various poems. In accordance poetry teachings should focus to make students to touch many poems and relish poems from various angles with interests. But actual school poetry teaching are used to be the ones done by the teachers without student's participation, in consequences students could not have opportunity to relish poems subjectively and voluntarily. The present poetry appreciation produce a passive learner who memorize the specific view and the explanation of the teacher rather than produce an active learner. It has thought that if the learner could answer to a question of his teacher or the sheet after reading just one text he learned very well. As a results of these creeping poetry teachings caused students to have some distances and feel burdens rather than enjoying and relishing poems. But it is not enough as a concrete system. It is the goal in education of poetry text for students used poetic inspiration to exercise their literary imagination and sensibility. And we must help them to experience various livers, and understand the whole view of life. Comprehension of literary imagination and sensibility are obtained by an experience through poetry. And the meaning of the text can be understood through continuous interaction with students. Through generating questions learners can pursuit more knowledge than what they know beyond their intellectual limit. Also question-generating activity draws learner's positive change by improving self-directed learning ability and interaction in learning process. Student question can become methodology of poetry appreciation by a constructivistic viewpoint by leading students to actively participate in it, helping students participating in poetry classes to construct meaning actively and newly by themselves through the interaction among them and enabling them to enhance their poetic cognition through the interaction. Also this strategy can help students appreciate poetry based on their lives and experience. Through the research I found out that we need effective and efficient poetry teaching to make students to have better understanding in poems through the student question-generation strategy, which make students to appreciate poetry with expansion of more original ideas and internalization. Finally, I groped for improvement for education of appreciating poetry and looked for alternatives in formal teaching program. This study aims to present the concrete methods for guiding the creation of student question under the premise that student question can activate sympathetic capability in the poetry appreciation. For this purpose, I examined the theoretical foundation for guiding creation of student question for poetry appreciation and designed teaching-learning model for creation of student question for activation of poetry appreciation based on this. This study proposed student question as a teaching-learning method which induces learners to respond to a poetic text, has them construct meaning subjectively and enables them to ultimately reach even the stage of impression and appreciation internalized and deepened, and sought its concrete methods. In this regard, Chapter Ⅱ examined educational meaning and concept of student question as well as information processing theory, scheme theory and meta-cognition theory that served as theoretical foundation of this theses. Chapter Ⅲ, I explored the relation between activation of poetry appreciation and creation of student question. Then, I form