This study aims to achieve a renewed understanding of the issues of literary history education within the official curriculum. Of all the current areas comprising literature education, that of literary history is the most problematic. In this study, I focus on the observation that literary history education is closely linked to the broader system of literature education, which leads us to pursue a new understanding of the difficulties of literary history education within the official curriculum. I explore the changes that literary history education has undergone, centering on the shifts in literary perspectives – arguably the core of literature education. While approaching the question of literary history education in terms of the interaction between instruction on literature education and literary history. I examine how views governing literature education changed throughout three phases. I point out that as the dominant discourse on literature education shifted its emphasis from transmitting culture to cultivating literary abilities, the fundamental aspects of literary history education continued to be omitted. I found that a failure to fill these gaps has led to the present problems in literary history education. This prompts us to question the appropriateness of continuing the current unilateral relationship, whereby literary history education is reorganized according to the logic of literature education.
Ⅰ. Background to the discussion
Ⅱ. Hypothesis about the relationship between literature education and literary history
Ⅲ. Trends in literary history education due to changes in perspectives in literature education
Ⅳ. Conclusion: Redefining the problems in literary history education