시 텍스트에 대한 초등학생들의 학년별 인식 및 선호 양상 연구

A Study on the Elementary School Students\ Perception and Preference of Poem Texts by Grades

문학작품을 중심으로 작품의 생산, 작품 자체의 구조, 작품의 수용, 작품의 반영 등 일련의 소통 과정, 즉 문학 현상 속에서 이제 독자의 위치는 더욱 확고해 지는 듯 하다. 텍스트와 작품을 분리하여, 작품은 텍스트와 수용자의 상호작용에 의해 수용자의 기대지평을 확충해 가는 것으로 설명하는 수용미학이나 로젠블렛(Louise Rosenblatt)의 거래이론(Transaction theory)이 주목을 받으면서, 독자의 역할이 강조되기 시작했는데, 이러한 관점은 교육의 장에서 더욱 중요한 의미를 지니게 된다. 그것은 문학교육이 궁극적으로 문학적 경험을 통한 자아의 확충과 세계의 발견 및 확장을 목표로 한다는 점에서 더욱 그러하다.

This study began with the awareness of such questions as \ What is a poem perceived by elementary school learners?\ and \ What characteristics of poetry are preferred by them by grades?\ The answers to the questions will provide a foundation upon which to make educational use of their perception and preference of poetry. It\ s believed that elementary school students think a poem that they should be not too long and appeal to their emotions. The first and second graders understand the important characteristics of poetry in terms of stanzas, onomatopoetic words, and mimetic words. The third and fourth graders begin to understand that a poem doesn\ t explain or enumerate things, which is important, for sure. And the fifth and sixth graders can express the theme of a poem strongly beyond the formal characteristics such as stanzas and imitative expressions and limited understanding of poetic words. They also think a poem is to deliver something meaningful and have a certain degree of perception of figurative expressions and poetic embodiments. The preference of the elementary school students was examined by grades. The second graders placed more emphasis on the music of poetry and had pleasure with it, demanding that the poem texts should be simple and easy and based on materials closely related to their experiences and understanding. The third graders shared much with the second graders and were more aware of the pleasure from the image and easy metaphors. The fourth graders were actively interest in the thematic elements regarding their experiences. The fifth graders made huge advancements in composing the meaning hidden in a poem and could enjoy poetic characteristics of figurative expressions, images, rhythm, and themes evenly. And the sixth graders were able to read and catch what\ s not revealed in the text, use the poetic experience as a chance to look back on their lives, and devote themselves to the theme. It\ s necessary to take more concrete measures to make use of the differences among the grades in the perception and preference of poetry in setting up teaching processes and plans. In future, the study should deal with the ways to apply the reactions of learners in the processes and plans. Finally it\ s also critical to investigate the detailed observation and analysis of their approach to literature.