A Study on the Reception of Drama in Korean Language Education Community During the Period of 1st, 2nd Curriculums

초록

The purpose of this study is to analyze the reception of drama in the period of 1st, 2nd curriculum and to discuss its significance in the history of korean language education. The reception of drama need to be considered the effort to practice democracy in korean language education. The korean language education community interpreted democracy in education as ‘life-centrism’ and ‘child-centrism’. They designed drama as educational contents for practicing life-centrism and drama as educational methods for practicing child-centrism. This study shows how they sought and practiced the reception of drama and what problems as well as achievements they left by excavating and examining academic writings, curriculums, textbooks, memoirs of those days. The reception of drama like that has four significances below. First, it means educational interest in drama is long tradition in korean language education community and legitimizes the current educational practices in relation to drama. Second, the arguments and practices for the reception of drama as educational contents can be considered the attempt to integrate literature and language act. Third, the arguments and practices for the reception of drama as educational methods can be considered the practice of mutuality in literature. Finally, it is quite important to establish values of literary education by reflect on a view of literature.

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