『삼국사기』 김유신조 <구토지설>의 讀法과 脈絡

The Way of Reading and Contexts of <Gutojiseol(The Tale about a Rabbit and a Turtle)> in the Kim Yu-shin Section of 『Samguksagi』

본고는 고전문학 텍스트 읽기는 맥락을 통한 재구가 특히 중요하다는 관점에서 &#985172;삼국사기&#985173; 김유신조 소재 <구토지설>을 읽어 보고 그것을 통해 고전문학교육적 시사점을 얻고자 하였다. 맥락을 설정하는 방식에 따라 고전문학 텍스트 읽기는, 상황 맥락에 초점을 맞춘 읽기, 역사적 맥락 하의 읽기, 오늘날의 사회문화적 맥락을 염두에 둔 비평적 읽기 등으로 대별할 수 있다고 보고, 이러한 독법으로 <구토지설>을 읽어 본 결과, 각각 우언을 통한 화자의 특정 의도 전달, 고구려의 입장과 신라 신귀족측 관점이 담긴 정치외교적 담론, 당시 삼국 간의 관계에 대한 알레고리 등의 기능 또는 의미를 발견할 수 있었다. 그리고 이러한 독법들은 그것들 각각만으로도 의의가 있지만 순차적 단계로서 고전문학 텍스트 읽기에 적용할 수도 있다고 보았다.

This paper aimed to earn educational implications in terms of classical literature by reading <Gutojiseol> in the Kim Yu-shin section of &#985172;Samguksagi&#985173;, from a perspective that the reading of a classical literature text is specifically important in reorganization. The reading of the classical literature text was assumed to be largely classified into reading by focusing on situational context, reading under historical context, and today's critical reading in light of socio-cultural context, according to types of establishing contexts. As a result of reading <Gutojiseol> with these reading methods, this paper was able to discover functions or meanings such as the delivery of specific intention of a speaker, political, diplomatic discourse in the view of Goguryeo and from the perspective of the new aristocrat of Shilla, and allegory about the relationship among three countries. Also, these reading methods were deemed to be applied to the reading of the classical literature text as a sequential step although each of them may have its own meaning. From the results of such a reading of <Gutojiseol>, the reading method may be different according to how context would be established; thus, it was found that learners' learning of context is particularly important in reading a classical literature text. Accordingly, it is believed appropriate to value a context category by newly establishing this category as one of the contents components in the 7th revised Korean language curriculum. But still, the establishment of contexts by dividing them only into two: a situational context and a socio-cultural context, may not be adequate in reading a classical literature text. Thus, it would be necessary to reconsider this aspect.