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A study on the hierarchy of narrative teaching between 6th grade of elementary school and 1st grade of middle school4

Seon Ju Won 1

1광주교육대학교

Accredited

ABSTRACT

In this article, we prepared a hierarchical category of sixth gradeelementary school and first grade middle school narrative teaching byfocusing on enhancing the quality of students' experience in narrative andenhancing their ability to write for real life. The main considerations forthis are the development of students from a lifetime perspective, theenhancement of the quality of the narrative experience and thestandardization of literature, the three dimensionality of the hierarchicalcategories of educational content, and the rearrangement and adjustmentof the achievement criteria according to the three dimensionality. Andultimately, it aims to improve the quality of the narrative experiencethrough the activities of the narrative and improve the existential life ofstudents through the life of literature. Based on this view, the content elements of the narrative teachingbetween the sixth grade of elementary school and first grade of middleschool are presented as follows.; Textbook learning activities, narrativecomponents, characteristics of narrative works, elements of narrativeteaching (learning experience), teachers or fellow students, essay writing skills and various backgrounds, overall understanding of life, literaryculture enhancement, existential well-being, etc. According to this category, the 6th and 1st graders of elementaryschool and middle school were grouped into [6th and 7th graders] toprepare the following performance criteria related to the contents of thenarrative teaching. [7 Korean05-01] To engage in literary activities, knowing that literatureis a variety of communication activities based onaesthetic experiences. [7 Korean05-02] Accepts and produces actions based on the effects ofliterary expression and components. [7 Korean05-03] Understand the various backgrounds of the creation ofworks, make various interpretations of works, andappreciate works. [7 Korean05-04] I understand that the acceptance of the work is relatedto designing and pursuing a better life at the level oflife. [7 Korean05-05] When one embodies one's valuable experience withindividual ideas and expressions, it reflects on one'slife. [7 Korean05-06] Understand that literary ability, various backgroundsand understanding of life can promote narrativeactivities and develop narrative skills. [7 Korean05-07] Understand that the narrative experience closely relatedto the narrative activity is associated with the influenceof a teacher or fellow student, and the sense ofself-efficacy in the narrative activity. Among these achievement criteria, [7 korean05-01], [7 korean05-02], and [7 korean05-03] are some of the same or minor modifications to theexisting performance standards corresponding to sixth grade and firstgrade in middle school. These focus on the elements that make up theability to write, the understanding and interpretation of the work, and theappreciation and criticism of the And the achievement criterion [7korean05-05] focuses on 'production through imitation and creation' thatconstitutes the capacity of an narrative. Meanwhile, [7 korean05-4], [7 korean05-06] and [7 korean05-07] focuson 'expansion of experience through sharing and communication' and arenewly established standards for achievement in consideration of overallunderstanding of life, enhancement of literary culture, and existentialwell-being. The achievement criteria were newly established because thecontents of the narrative teaching should be considered in the hierarchicalprocess of the teaching contents, such as the existing well-being, thetotal understanding of life, the promotion of literary culture, and theenhancement of the quality of the narrative experience.

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