이야기의 본질과 교육 - ‘생활 이야기글’ 쓰기를 중심으로 -

Abstract

이 연구는 초ㆍ중등학교 과정의 이야기 짓기(스토리텔링) 교육의 기본적 내용과 방법을 마련하기 위한 것이다. 기본 개념을 검토하면서 관련 교육의 일반적 성격과 내용을 살핀 결과, 이야기 교육이 학생의 사고력, 가치 의식, 의사소통 능력 등을 종합적으로 기르며 디지털 시대가 요구하는 문화적 능력을 기르는 데 중요한 것임을 확인하였다. 따라서 국어교육 일반, 특히 쓰기 영역에서 중심적 갈래로 삼아야 하는 것이 이야기라고 보고, 그 구체적 활동으로 ‘생활 이야기글 쓰기’가 적합함을 주장하였다. 생활 이야기글은 경험을 제재로 한 비허구적 수필 혹은 산문으로서, 쓰기 영역의 일반적 교육 대상으로 알맞은 갈래이다. 현행 교육과정은 이야기의 개념이 체계적이지 않고, 특히 중등학교 과정에서 허구적인 것 위주이다. 이는 문학적인 것과 비문학적인 것의 구별을 중요하게 그리고 둘을 균형 있게 고려하지 않았기 때문인데, ‘이야기 짓기 시대’가 요구하는 바에 부응하지 못하는 양상일 뿐 아니라, 쓰기 교육, 나아가 국어교육 전체의 목표와도 모순된다. 생활 이야기글 갈래의 설정과 교육은, 체험을 인식하고 표현하는 활동을 통해 언어 능력과 자기 성찰 능력을 키운다는 국어교육의 한 목표를 달성하는 데 매우 필요한 일이다. 생활 이야기글 지도를 할 때, 특히 사건의 구체적 서술과 인과성, 줄거리 층위와 서술 층위의 구별과 단계화 등에 유의할 필요가 있다.

This study is to suggest the contents and methods of the storytelling education in elementary and middle school. After examining the general nature and contents of its education with considering basic concepts, I verified that narrative education is crucial to develop abilities to thinking, value consciousness, communication skills and cultivating the cultural abilities which contemporary digital era requires. Especially, I could find that narrative should be treated as the core genre of writing area of Korean education. In this study, I claim that empirical narrative prose is suitable for its specific object. Empirical narrative prose is a proper genre to general educational object in writing area, as a nonfictional essay or prose having experiences as its subject. The current curriculum neither have a systematic concept of narrative nor fully consider the characteristic of related linguistic data. Thus, the establishment of empirical narrative prose genre and its education are really needed to achieve the goal of Korean education which is to develop language capabilities and abilities to introspect oneself through activities which cognize and express experiences. In education of the empirical narrative prose, the following should be carefully considered: specific description of events and their causalities, and the distinction between story level and discourse level.

This study is to suggest the contents and methods of the storytelling education in elementary and middle school. After examining the general nature and contents of its education with considering basic concepts, I verified that narrative education is crucial to develop abilities to thinking, value consciousness, communication skills and cultivating the cultural abilities which contemporary digital era requires. Especially, I could find that narrative should be treated as the core genre of writing area of Korean education. In this study, I claim that empirical narrative prose is suitable for its specific object. Empirical narrative prose is a proper genre to general educational object in writing area, as a nonfictional essay or prose having experiences as its subject. The current curriculum neither have a systematic concept of narrative nor fully consider the characteristic of related linguistic data. Thus, the establishment of empirical narrative prose genre and its education are really needed to achieve the goal of Korean education which is to develop language capabilities and abilities to introspect oneself through activities which cognize and express experiences. In education of the empirical narrative prose, the following should be carefully considered: specific description of events and their causalities, and the distinction between story level and discourse level.