교육연극 방법을 통한 동화의 감상과 창작 연계 방안 연구

• 영문명: A Study for the Connection between Fairy-tale Appreciation and Creation by the Educational Drama Method
• 발행기관: 한국어문교육학회
• 저자명: 문희경(Moon, Hee-kyung)
• 간행물 정보: 『어문학교육』어문학교육 제40집, 73~104쪽, 전체 32쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.05.30

영문 초록

The purpose of this study is to develop the connection between fairy-tale appreciation and creation by the educational drama method Children reflect their experience or life as well as shows various responses to fairy-tales when they appreciate fairy-tales. When the appreciation is more developed, they try to transform the stories based on their desire. Creating stories with their desire could satisfy themselves in writing activities and be a good opportunity to have an insight on story construction. characters. and subjects. Fairy-tale education in schools, however , has only been limited to catch the meaning of the story or express some simple opinions If appreciation is a part of reception, creation is a creative productive activity for cultivating the literary imagination. Thus , creation could increase educational effectiveness and efficiency when it is connected to fairy-tale appreciation which is a basic reception activity In this study, the educational drama method is used for the connection between fairy-tale appreciation and creation. The application of educational drama method in fairy-tale education helps to develop children's emotion with a chance to experience the fairy-tale , thus naturally connect to creation with providing abundant writing materials from the application. At this time , children can perform creation within the meaningful logical connection based on the experience of educational drama. Based on the theoretical backgrounds , this study develops the connection between fairy-tale appreciation and creation by the educational drama method In Chapter II. the essence of educational drama. the needs of educational drama in fairy-tale education. and the needs of connection between fairy-tale appreciation and creation are discussed In chapter III. as the major chapter of this study. the principle on the connection between fairy-tale appreciation and creation and detailed teaching and learning process are suggested. The basic procedures on the teaching and leaning process are the 'rerun', 'exchange', 'transformation'. and 'creation' In the 'rerun' procedure. a meaningful relevance between fairy-tales and learner’ s own experiences is found based on the experience of fairy-tale by the practical activities such as a tableau. mime. and improvisation. In the' exchange' procedure. children can show various literary reactions and they can have the emotional and thinking exchange using an empty chair and hot-seating techniques. Through this procedure. children's emotion could be deepened and the fairy-tale text could be reinterpreted by personal and social contexts. In the 'transformation' procedure. the stories could be variously changed through a cooperative process of the branching story and direction meeting based on the children' s desire to change the stories. Finally in the 'creation' procedure‘ creation and evaluation activities are accomplished derived from the transformed stories In Chapter IV. a case study for application is suggested by the teaching and leaning method which is the connection between fairy-tale appreciation and creation. The case study is designed to be used from 1st to 6th grade students on the ground. In addition. the application is tested for a 4th grade class in the city of Busan. This study is meaningful, since it suggests a practical method by educational drama that fairy-tale education could be continued to creation with enhancement of children's emotion. whereas fairy-tale education just has limited to give impression to children. The connection between fairy-tale appreciation and creation by the educational drama method is expected to help children to be creative Korean users through joyful fairy-tale appreciation and story transforming.

목차

I. 서론

II. 동화의 감상과 창작 연계의 필요성

III. 지도원리

IV. 교수 학습모형

V. 지도의 실제

VI. 결론

키워드

교육연극 동화 감상 창작