소설교육의 관점에서 본 김태준의 『조선소설사』

초록

This paper examines the potential influence of Kim Tae-jun’s Choseonsoseolsa(朝鮮小說史) on novel instruction for secondary school literature teachers, and considers the points that literature teachers should be mindful of when reading Choseonsoseolsa(朝鮮小說史) to promote positive changes in novel instruction. Under the paradigm of learner-centered education, current literature education tends not to explicitly specify criteria for evaluating literary works or directions for interpretating them in textbooks. This results ambiguity in the direction of instruction, raises concerns that it may keep learners' reactions to the works or conversations between teachers and students at a superficial level, or cause them to end disorganizedly without meaningful conclusions. To resolve this issue, teachers must be able to design lessons that guide learners' responses to a deeper level by engaging in dialogue with them regarding the works they are teaching with a clear direction. In this context, the clear criteria for evaluating works and the perspectives of interpretation in Choseonsoseolsa(朝鮮小說史) can be utilized as significant resources for designing and concretizing the direction of teachers' lessons. Through Choseonsoseolsa(朝鮮小說史), teachers can learn criteria for comparing and evaluating contemporary works, a perspective for recognizing the dynamism of societal change through internal contradictions whthin the literary works, and a viewpoint for grasping the literary historical status of works in light of the communicative context of world literary history. Based on this foundation, they can discuss the core value of works included in textbooks with learners or organically integrate various learning activities to help learners advance beyond fragmentary reactions to the works toward a stage of holistic interpretation. Furthermore, they can provide opportunities to explore together with learners the critical issues shared by novels from various countries from the perspective of world literary history. To this end, teachers should read Choseonsoseolsa(朝鮮小說史) but focus on mastering the methods of interpretation and evaluation that are repeated throughout the text rather than on specific details. They must also concretize the concepts presented in the text to a level where they can be meaningfully discussed with learners in the classroom. Additionally, it is necessary to adopt an attitude of critically accepting the historical perspective of Choseonsoseolsa(朝鮮小說史) in light of the contemporary era. Teachers must be able to independently appropriate Choseonsoseolsa(朝鮮小說史) by methods such as re-evaluating, from a contemporary perspective, the value of works that have been relatively undervalued or excluded from the selection in Choseonsoseolsa(朝鮮小說史).

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