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Decoding of authentic precedent and teaching-learning Strategy in the classical literature education

CHO JI HYOUNG 1

1인하대학교

Accredited

ABSTRACT

This study examined what is a characteristic of authentic precedent included in an individual work and what is a type of authentic precedent in classical literature education, and through this, examined which meaningful value and possibility an authentic precedent contains educationally on teaching classical literature works. In addition, an authentic precedent was decoded, so a teaching-learning direction was explored to be used in conformable work understanding and appreciating. An authentic precedent is one of rhetoric to impart contents effectively and make image clear by using a word of leading text, and is also a rhetorical device contributing on artistic imagery or achievement of a literary work. Decoding of authentic precedent is a semantic understanding act based on communication principle ‘Intertextuality’. In a process of classical literature education, it is necessary to understand that such factor becomes an aesthetic factor of classical literature work. An act using in interpretation and appreciation of a work by understanding an authentic precedent in a process of classical literature education has an educationally meaningful value and possibility in three aspects such as increase of an elegant linguistic ability, establishment of linguistic culture identity, and enjoyment of a work and aesthetic capability enhancement of creation. An authentic precedent used in an individual work should place an emphasis on study as follows in a teaching-learning process according to the types. First, an authentic precedent focusing on the name of a thing should place an emphasis on understanding of a symbol individual word has. The core is making learners understand how characteristics of an object are verbalized and symbolized. Second, for an authentic precedent focusing on a figure, it is important to point out what is the interface between a historical figure and a writer, and what a writer wants to say through a historical figure. Third, an authentic precedent focusing on authority is in case of borrowing expression based on the Confucian classics and historical records, and it should be penetrated where the centroid of meaning relevant authentic precedent has is put by considering a context of work. Fourth, for an authentic precedent focusing on a subject, teaching-learning should be reached by focusing on structure and topicalization of a work. If teachers do not know an authentic precedent in a process of classical literature education, they teach difficultly, but if they know an authentic precedent well, they can teach easily. To extricate from a swamp of excessive exposition of a teaching-learning process of classical literature, it is important that teachers understand characteristics by types of an authentic precedent based on a deep understanding of authentic precedent, so engage in teaching-learning with an emphasis on education to fit a level and a rank of learners.

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