유사성 인식 표현의 교육적 의미 - 건강장애 학습자의 시 쓰기를 중심으로 -

Abstract

This study addresses the following two questions. First, how do students with health disabilities express identification with other living and non-living entities in poetry? Second, what are the likely psychological consequences of expressing identification in this way? To explore the above research questions, 99 poems written by students with health disabilities written between 2011 and 2018 were analyzed. It was found that students with health disabilities identified with other entities based on perceived physical similarities, shared internal attributes, and emotionally arousing properties. This practice deepens students’ awareness of reality, promotes self-understanding and sentimental awareness of reality, and provides comfort. Therefore, learning to recognize and artistically comment on similarities between the self and other entities plays an important role in this group''s writing education. Expressions of perceived physical similarities would lead students with health disabilities to express themselves based on concretely constructed self-experience, rather than on being self-oriented and closed.