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A Study on Teaching Method about ‘Masculine-tone’ and ‘Feminine-tone’ in the Secondary School Course Pre-modern Literature

  • Journal of Korean Classical Chinese Literature
  • Abbr : 한문고전연구
  • 2020, 40(1), pp.305-331
  • DOI : 10.18213/jkccl.2020.40.1.010
  • Publisher : The Classical Chinese Literature Association of Korea
  • Research Area : Humanities > Korean Language and Literature
  • Received : May 25, 2020
  • Accepted : June 16, 2020
  • Published : June 30, 2020

GOOTAEUN 1,  Song， Ha-on 2

1연세대학교
2동두천중앙고등학교

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ABSTRACT

Learning ‘tone’ is important works in secondary school curriculum because it is closely related to the situation of the narrator or mood of the poem. In particular, categorizing the tone according to gender, such as ‘male-tone’ and ‘feminine-tone’, used continuously for analyzing poetry. This study attempts to raise the issue of masculine and feminine tone that we have used customarily. We specifically analyzed the above problems through practical questions from students, and also analyzed textbooks and instructional textbooks for teachers. Furthermore, We deviated from a fixed understanding of gender, proposed a realistic method to students to learning literature more actively and effectively. Distinction between the two tones through cultural gender attributes is issue for current middle and high school students. This is because they are no longer able to accept male and female attributes against cultural tradition. Even now, many textbooks analyze poetry that should be basically learned in our literature according to gender attributes. For example, the feminine tone is soft and delicate, and lt used mourning or longing stand out, and the masculine tone is used harsh strong poetry or the intense feelings appear. This distinction has limitations that it is not possible to answer whether gender itself and emotional characteristics correspond. It is not the way it has been used before. Decisively, the effectiveness of this method is also weak, because students should be given additional explanations of ‘what is masculine?’, ‘what is feminine?’. If this method continues, can also have negative influence for students to internalize stereotypes by gender during they grow. Therefore, instead of the distinction between masculine and feminine tones, Expressions that evaluate the Narrator’s ‘emotion’ should be recommended, such as a soft tone and rigid tone.

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