Problems and Improvements of Myth Education in the Korean Language Textbooks of the 2015 Revised Middle School

Abstract

This study examines the problem and improvement plan of myth education in the Korean language textbook of middle school 2015 revision. In the 2015 revised middle school textbooks, myths are being used as summarized activity summaries in reading area. This is problematic in that it is a learning activity that does not consider communication-oriented characteristics such as narrative, sacredness, and orality as essential characteristics of myth. The myth education should be centered on literary communication which is an element of learning in the literary area of the Korean language education curriculum of the 2015 revised middle school. Literary communication is an aesthetic experience activity that understands human life and world through literature. Myth education is to practice literary communication activities through myth in education. In order to do this, we must find educational elements that can connect and communicate myths and modern learners and make them into learning activities of textbooks. In this article, I propose a teaching method for literary communication for Jeju Island Shaman mythology <Onecheongang-bonpuri(원천강본풀이)>.