This study aims to describe the aspects of student-readers' formation of interpretive logic in the interpretive text and presesnt the method of narrative education applying interpretive text writing. For this, the text which the student-reader writes ...
This study aims to describe the aspects of student-readers' formation of interpretive logic in the interpretive text and presesnt the method of narrative education applying interpretive text writing. For this, the text which the student-reader writes about his/her thoughts or feelings after reading the literary works is named as interpretive text.
In chapter Ⅱ, the significance of interpretive text writing as a way of literary education is clarified. In current literary education. interpretive text writing is strongly recognized as in-organic activity separated from the interpretive process. Besides, the external form of contents / feeling(impression) is considered important for educational convenience. With the critical attitude toward these established viewpoints, the importance of interpretive text writing is argued here. it is defined that interpretive text writing is an secondary reading activity, the process of making self-recognition clear, and the performance strengthening the negotiation of meaning to actualize the interactive literary education.
In chapter Ⅲ, based on the interpretive texts written by learners after their reading narrative texts, the aspects of student-readers' formation of interpretive logic are analyzed. The aspects of student-readers' formation of interpretive logic are analyzed as follows: clarifying the definition of an object, inducing the context for exploring the meaning, expression of ‘I' for self-identity building. And again, the ways of clarifying the definition of an object are divided as the description of internal connection, accumulative presentation of the information, the elucidation of an impression. Inducing context for exploring the meaning is presented as arousing inter-textuality, involving the living experiences, utilizing the cultural commonplace. Expression of ‘I' for self-identity building is divided as the subjectivization and analogical thinking, the acceptance of an self-identity discourse, the performance for an aesthetic estimation.
In chapter Ⅳ, teaching-learning methods of narrative education applying interpretive text writing are presented. Here, the literary classroom where interpretive texts are placed as the focus of the communication, and at the same time, the learners become the subjects of actual interpretive activities is named as ‘the interpretive classroom’. The communication in the interpretive classroom is realized by the interpretive, exploratory processes with the interactions between the learning-readers or learning-readers and instructor, mediated by interpretive text. To put this structure of communication in practice, it is required that student-readers' interpretive texts and instructor's interpretation as well as previously given curriculum need to operate upon organizing the educational contents. Also, various secondary activities following literary works reading should be actively accomplished.
In the interpretive classroom, student-readers can contemplate the aspects of their own formations of interpretation logic after interpretive text writing, and transfer the outcome to the re-interpretive text writing or futhermore interpretive text writing. These very contents of self-reflection are presented as ‘mutual inquiry and elaboration', ‘concretization of context', ‘confirmation and reflection on the position of the subject'. Mutual inquiry and elaboration is achieved through establishing organic connection between internal structures within the interpretive text, making reference to literary texts. Concretization of context is accomplished by making re-statement to the relationship between context and meaning, clarifying interpretive presuppositions. Confirmation and reflection on the position of the subject is attained by promoting the situational analogical operations, ascertaining the discourse for constructing ‘I'.