상위인지를 활용한 시 교육 방법

Abstract

Objectives In this study, away from the fragmentary knowledge and cognitive thinking-centered educational methods that have been attempted for poetry appreciation, the concept of metacognition is used to prepare students' self-directed and individual method elements, and to verify them through specific works. Through motivation, reflective practice, and readjustment, autonomy and activeness in poetry appreciation education were pursued.
 Methods For this purpose, the concept of metacognition was identified, and the fact that spontaneity, adjustment, and cyclical continuity can be applied to poetry appreciation education was proved through the foregoing. Furthermore, ‘reflective adjustment by internal spontaneity’ and ‘process as a cyclical process’ were proposed as the main points applicable to actual educational situations. In addition, the stages of preparation, application, expansion, advancement, and circulation were set, and the educational plan was verified through specific works.
 Results By breaking away from the passiveness of appreciation that can be borne by the poetry appreciation education concentrated on the cognitive dimension, and pursuing poetry appreciation education applied with a metacognitive concept, this study is expected to induce students’ spontaneous and self-monitoring activities so that the possibility of creative poetry appreciation and student-led appreciation education will be implemented.
 Conclusions This study is judged to be educationally valuable because it critically examined the education centered on the authority of texts and teacher-centered delivery of fragmentary knowledge that have been shown in educational activities thus far, and enabled students to motivate the interpretive tolerance for the diversity of emotions, images, and symbolic meanings of works of poetry by themselves and implement it by adjusting it through a cyclical checking process.