초등학교 저학년 국어교과서 수록 신화제재의 적절성 평가

Textbook recorded lower grades of elementary school language Assessment of the adequacy of the myth formulation

이 논문은 교사가 교과서에 수록된 작품들의 경향을 파악하고, 그 내용적인 특징을 알고 있어야만 한다는 전제에서 시작한다. 그런 교사가 학생들에게 필요한 작품을 소개하여 풍부한 경험을 할 수 있도록 이끌 수 있다고 생각되기 때문이다. 그래서 이 논문은 초등학교 교육에서 저학년을 대상으로, 저학년이 흥미를 느끼는 신화 제재가 교과서에 얼마나 수록되어 있으며, 어떤 형태로 수록되어 있는지 확인해본다. 그리고 다른 대안적 제재를 찾는다면 어떤 점에서 찾을 수 있는지 고찰하고자 한다.

Elementary education forms the primary and fundamental basis throughout a child’s course of study. While textbooks are most commonly used educational material, its contents were often unquestioned. The study starts from a premise that a greater understanding on the tendency and characteristics of the literary works included in textbooks leads to an enriching literary experience. The paper evaluates the types of mythical literatures and their method of presentment in textbooks used in elementary schools. Part I of the study features 1) the necessity of mythical literatures as evaluated through their meaning and reader survey; 2) standard and complexion of works in selection. Part II of the study evaluates literature’s selection criteria as compared to guideline, goal, range, and content achievement standards in elementary curriculum. The analysis indicates derailing discrepancies among the type of literary works in textbooks with guidelines and contentment achievement standards of contemporary educational curriculum. Part III of the study includes analysis the narrative structure of “Seolmundae-Halmang” and “Haewa Dal E Dwen Onui” as compared with the original and arranged each one’s problems. We find two empirical results: 1) In “Seolmundae-Halmang,” the crucial element within a story was morphed and therefore, its meaning reduced. 2) In “Haewa Dale Dal E Dwen Onui,” original contents were deleted and reduced and therefore, implicates a differing morals. Part IV of the study analyzes the validity of the mythical literatures contained in textbooks and suggests an alternative. Validation analysis points to first, a vast simplification of narrative structure through emphasis on only the fragmentary sections of the myth and second, a transfiguration of the original morals through excessive description of the story background and psychology of the characters involved. I argue that an appropriate alternative measures would be to: 1) reflect the meaning and statements of the original story as much as possible; 2) include the elements to properly appeal ‘an imaginative fantasy’ as recommended in the Korean Language Data Standard; 3) include the elements to stimulate curiosity and creativity under the morals of communal living. Included in the study are example narratives of “Yeonorang Gwa Saeonyo,” “Daebyulwang Sobyulwang,” and “Samseunghalmang,” rephrased as deemed fit with content achievement standards. Part V of the study arrange former research and suggestions to improve ethnical principles for communal living, imagination and creativity.