2015년 현재 사용 중인 한･일 중･고등학교 국어교과서 삽화 연구

Abstract

This paper aims to analyze the illustrations for modern and contemporary novels in the national language textbooks for middle and high schools in Korea and Japan in use as of 2015, to identify the socio󰠏cultural characteristics of the two countries as well as the differences in the perception of textbook illustrations. This study confirms that in both countries, as the school level rises, the amount of illustrations in the textbooks decreases and differences in quality are found; except for family󰠏 centered contents and gender differences, the ideological character is weakened. The result of analysis confirms that illustrations are closely related to the setting and the theme of the text. Modern and contemporary novels of Korea mostly deal with social reality such as social and cultural conflicts, generations, gender differences, and conflicts with neighbors, rather than philosophical themes or fantasy genres. Many illustrations are used, but most of them are illustrations of human figures, and facial expressions are depicted in detail, which allows the students to infer the content of the text. Based on the realistically depicted illustrations, learning activities are carried out to infer the plot of the novel, which is related to the idea that illustrations should be in ‘correspondence’ to the theme of the text. This is effective in providing certain information for the students to reach the goal the author intended. However, in terms of freedom of interpretation or the exercise of imagination, it raises concerns. We need to further consider the diversity of the subject matter of the text as well as the textual function of illustrations. As for Japanese textbooks, many novels are philosophical or fantasy genres with have exotic settings. Illustrations are seldom or never used. They have a high proportion of abstract descriptions and prefer moderate expressions, and there are few facial expressions in illustrations of human figures. Illustrations use various tools and techniques of depiction, but have a strong element of the so󰠏called ‘complementary’ textual function, which helps form images with moderate expressions. However, due to the absence of illustrations, or due to abstract and simple depictions, some students may find it difficult to understand the text, and there is little information (illustrations) to improve this problem. Perhaps related to the themes of novels, the overall illustrations are rather dark in color and avoid the facial expressions of the characters depicted. There is a need to reconsider whether this method of depiction is appropriate for the middle and high school level.