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In this paper, I have studied the practical method of novelist-novel education. The novelist-novel is the important type of novel in Korean modern novel history. This type of novel has a characteristic of reflective novel dealing with it’s being. The novelist-novel involves many education possibilties in itself. But novelist-novel education has bee neglected in novel education. Little is studied about the novelist-novel education, and it’s educational practice has a same situation. To solve this problem, I studied the mechanism of novelist-novel in Korean modern novel history, and searched the practical method of novelist-novel education.
The novelist-novel in Korean modern novel history has a formal characteristic of novelistic identity. It means the novelist-novel has the three inner form of novel showing novel’s existence. The first type is the dealing with novelist’s existence. The second type is the representing the process of writing novel. The third type is the dramatizing the communicative situation of novelist’s writing novel and reader’s response. These three types has the educational values in texts. And the novelist- novel has a long historical importance in Korean modern novel. Novel has a reflectivity of modern narrative figures. This fact results in the novelist-novel.
Based on above results, I searched the three methods of practicing novelist-novel education in educational fields. Literature education has the originality of teaching literature phenomenon. Literature phenomenon has three points, as it were, the author, the work, and the reader. These three aspects has a education value in literature communication. Likewise, novelist-novel education has the same principle. In this, novelist-novel education in educational fields should pursue the exploring activities of the novel phenomenon. Focusing on this principle, I systematized the educational methods of practicing novelist-novel education in educational fields like this. First, the investigating activities of the mode of novelist. Second, the interpreting activities of the genre meaning of writing novel. Third, the reflecting activities of the aesthetics of novelistic communication.
In this study, I argues the method of the novelist-novel education, based on the importance of experiencing the value of literary life. The results of this study are able to enrich the novel education. But this educational method is the one perspective of novelist-novel education, so another many approaches to this can be possible.
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