지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Context has been a new content in literature education since the 2007 revised curriculum. Students needs to be provided with two different contexts when reading foreign literature which they are supposed to learn.
The first contextual knowledge which needs to be given to students is the knowledge about the context concerning the production of the work. DuBo(杜甫) created the work [ChunMang(春望)] when he was captured by rebels in 757. That’s why the poem has the mood of patriotism and longing for family.
The second contextual knowledge which is very important when it comes to foreign literature is the knowledge about the context of translation. Most students will read foreign literature translated in their first language. When they learn the conditions and surroundings of translation, they will understand and appreciate the work more deeply and meaningfully.
[ChunMang(春望)] also has its context of translation in the history of Korean literature. It was translated during the Joseon Dynasty as a national project, and in 1920"s by the poet, Kim SoWoel. If students know the context of the translation, they will feel more familiar with the work and learn more about it.
The first contextual knowledge which needs to be given to students is the knowledge about the context concerning the production of the work. DuBo(杜甫) created the work [ChunMang(春望)] when he was captured by rebels in 757. That’s why the poem has the mood of patriotism and longing for family.
The second contextual knowledge which is very important when it comes to foreign literature is the knowledge about the context of translation. Most students will read foreign literature translated in their first language. When they learn the conditions and surroundings of translation, they will understand and appreciate the work more deeply and meaningfully.
[ChunMang(春望)] also has its context of translation in the history of Korean literature. It was translated during the Joseon Dynasty as a national project, and in 1920"s by the poet, Kim SoWoel. If students know the context of the translation, they will feel more familiar with the work and learn more about it.
목차
Abstract
Ⅰ. 시교육에서의 맥락과 맥락적 지식
Ⅱ. 문학교육에서의 두보의「春望」
Ⅲ.「春望」교육에서의 맥락적 지식
Ⅳ. 맺음말
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UCI(KEPA) : I410-ECN-0101-2013-710-001385224