| Reading poems and writing for problem solving post writing |
|
Min-Ho Lee |
| 문제해결형 글쓰기로서 시 읽기와 쓰기 |
|
이민호 |
|
|
|
|
| Abstract |
|
The current poetry education has continuously used previous methods of teaching that have not left the category of mere interpretations of a poem.
And therefore this manuscript wants to turn poetry not simply into a text to be interpreted or just an appreciation of target, but something that could be actively participated and actually used in the process of writing.
In other words, we would like the poetic subject to exercise self-identification and broaden its experience in the midst of reading and writing and poems in a post writing format. And to this type of method of poetry teaching accomplishment process is found from the model ‘Problem solving type (PBL: Problem Based Learning) .
And with this critical focus as a foundation, this manuscript presents a reorganization of the 6 stages of problem solving proposed by Rubenstein and Hayes. From these stages of problem solving; problem recognition, actively seeking to solve the problem and self acceptance of the result is the main strategy that could commonly be drawn out.
At this point, problem solving writing emphasizes the creativity of the learner.
In other words, the poetry class pursues a teaching model centered on the learners response. A reaction to a certain problem is structured experience aroused through imagination. And during the process of aesthetically dealing with the text, the learner should choose an idea, feeling, sensation and imagery from the learners own cultural life and past to evocate this to a new experience and process it and synthesize it to a poetry piece. |
| Key Words:
PBL : Problem Based Learning, evocation, imagination, reaction, method of poetry teaching, Rubenstein, Hayes |
|
PDF Links
Full text via DOI
Download Citation
