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A Study on Classical Literature Education Using Response-Centered Teaching and Learning Methods - Focusing on “Readings in Korean Classical Novels” -

  • Korean Language & Literature
  • 2026, (133), pp.581~614
  • Publisher : Korean Language & Literature
  • Research Area : Humanities > Korean Language and Literature
  • Received : May 31, 2026
  • Accepted : July 20, 2026
  • Published : July 31, 2026

Yoon, Bo-yoon 1

1충남대학교

Accredited

ABSTRACT

Response-centered teaching and learning seeks the meaning of literature not in the text itself, but in its relationship with the reader. In order to avoid the one-sided transmission of knowledge by professors in university literature classes and to place learners as the main actors in the class, I designed and implemented classes utilizing response-centered teaching and learning methods. The learning goal of “Readings in Korean Classical Novels” is to appreciate various classical novels and promote a broad understanding of classical novels. To enjoy classical novels as literature, students must be able to appreciate the works and actively participate in class to discover their own meaning. Therefore, instructors should not focus on classes that convey theories, but should mainly focus on discussion activities between learners and between instructors and learners. The course was structured using a response-centered teaching method, including a preparatory stage, reading class, presentation class, and advanced class. The preparatory stage is a preparatory process for forming a response. When the instructor provides a classic novel text, the learner reads the novel as a preview and organizes his or her thoughts. The reading class is a stage where students and instructors read classic novels together, expressing their reactions and engaging in discussion. The presentation class is a step to clarify the response, and students listen to the group presentations and write an activity sheet. Advanced classes are designed to enhance the level of response, and compare and organize the responses derived from the preparation stage, reading class, and presentation class. The implications of utilizing response-centered teaching and learning methods in classical literature education at universities are as follows. First, university students can shed their preconceived notions about classical literature and easily access works, thereby incorporating classical literature into their daily lives. Learners can recognize classical literature not only as academic subjects but also as works they can enjoy in their daily lives, enabling them to continue reading. Second, university students develop an ability to independently appreciate literature. They realize that their own responses are the most important criteria for appreciating literary works, fostering the ability to proactively engage in literary appreciation. Third, university students can lead new trends based on classical literature. Learners who incorporate classical literature into their daily lives can uncover hidden material within it and produce high-quality content.

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