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An Analysis of Modern Short Stories and Novels in Literature Textbooks -Focused on the 2012 Revised Curricular High School Textbooks-

  • Korean Language & Literature
  • 2014, (89), pp.193-222
  • Publisher : Korean Language & Literature
  • Research Area : Humanities > Korean Language and Literature

Park Kibeom 1

1전주대학교

Accredited

ABSTRACT

The purpose of this paper is to analyze contemporary novels in 11 new literature textbooks for high school. The characteristics of contemporary novels in new literature textbooks compared with those in the 2009 revised curricular ones can be summarized as follows:1. Literary works portrays the character development and social structure are selected more. 2. Literary works presented by mass media such as films, TV dramas, cartoons, portal sites on the internet, social network service are selected more. 3. Foreign literary works are decreased in new textbooks compared with those in the former curricular textbooks. 4. Literary works by compatriots in China and North Korea are selected more. 5. Literary works about multi-cultural society, minority group, ecology, and future of society are selected. 6. Literary works of similar types are used for the learning of novel theory. 7. The emphasis on a particular work or an author has changed and the proportion of new works is decreased. 8. Literary works are balanced less in terms of the times that they are written. 9. Over a half of selected literatures are short stories, and extracting a part of a literature becomes more popular. 10. Over a half of works take P.O.V of Omniscient narrator whereas few works take P.O.V. of narrator as observer. Forward selection of contemporary novels that need to be improved to the following:1. ‘Literature and Society’ and ‘literature and thinking' associated with the curriculum content should be given more work. 2. Social issues such as environmental, multi-cultural, and social work should be given more. 3. Presenting mass media only with no mention about the original novel may deprive the opportunity for students to compare the characteristics of the two text in depth. 4. Discursive factors such as points of views and narrations need to be mentioned more compared to storytelling factors such as characters, backgrounds and plots. 5. Works of women writers and feminists need to be selected more. 6. More caution needs to be paid on the selection of contemporary popular works with a consideration of educational values.

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