언어의 특성과 문학적 경험의 특성상 문학교육 평가는 쉽지 않은 문제이다. 반응의 개인성과 다양성, 예측하기 어려움, 그리고 그러한 반응을 통한 잠재적 혹은 암묵적 변화까지를 읽어낼 수 있어야 하기 때문이다. 그간의 문학교육 평가 관련 연구와 실천은 어쩌면 획일화되고 표준화된 문학평가 방법을 개선함으로써 문학 경험의 이러한 특성을 반영한 평가 방법을 개발하려는 노력이었다고도 볼 수 있다. 그러나 그 성과는 아직 미흡해 보인다. 아직까지도 문학이라는 언어구조물과 그 언어구조물에 대한 경험을 더욱 풍요롭게 하고 개인의 성장 동인이 되는, 다양한 평가 도구가 문학교육의 장에서 활용되고 있는 것 같지는 않다. 이 연구에서 지적한 것처럼, 수행 과정에 대한 평가를 강조하고 문학 능력의 평가여야 함을 표방하고는 있지만, 현실은 여전히 인지적 측면에 치우친 표준화되고 획일화된 기존의 평가 방법에서 크게 벗어나지 못하고 있다. 이에 필자는 문학교육 평가 본연의 목표를 환기하고, 다시 말해 문학 경험의 특성을 고려하여 학습자의 변화와 성장을 포착해낼 수 있는 평가 방안을 모색해야 한다는 점을 분명히 하고, 그 구체적인 대안의 하나로 학습자의 자기 이해와 성장을 촉발하는 평가 방법을 제안해 보았다. 서사의 구성력과 반성적 사고력에 대한 신뢰를 바탕으로 서사를 이해하고 생산하는 활동을 통해 건강한 자아를 형성할 수 있다고 본 문학치료학의 발상에 착안하여, 학습자의 자기 이해 증진을 위한 문학 평가 도구 개발의 가능성을 탐색해 본 것이다.

Evaluation is the be-all and end-all in education, but for that same reason it is difficult matter for teachers or researchers to plan, act, and reflect. In particular, the evaluation in teaching literature is much more difficult than the evaluation in other subjects. As the change of thinking, emotion, and attitude after experiencing literature is not tangible, it’s estimation or evaluation is too difficult. So we haven’t as yet been acquainted with evaluation method estimating this change in student’s mind. We have evaluated how much knowledge students have. These knowledge mostly has been derived from research of literature and is belong to cognitive area in mind. But We are touched and changed by literature, it is the reason why we experienceand learn literature in school. The evaluation in literature education could have considered and reflected what students felt and how much touched and changed, and why. We tried to set up a new aim of the evaluation of literature education and tried to design a new method according to a new aim. That is the student oriented evaluation method which aims to improve student’s self-recognition and understanding the world they live in, stimulate student’s writing as material for evaluation and encourage self-evaluation.

Evaluation is the be-all and end-all in education, but for that same reason it is difficult matter for teachers or researchers to plan, act, and reflect. In particular, the evaluation in teaching literature is much more difficult than the evaluation in other subjects. As the change of thinking, emotion, and attitude after experiencing literature is not tangible, it’s estimation or evaluation is too difficult. So we haven’t as yet been acquainted with evaluation method estimating this change in student’s mind. We have evaluated how much knowledge students have. These knowledge mostly has been derived from research of literature and is belong to cognitive area in mind. But We are touched and changed by literature, it is the reason why we experienceand learn literature in school. The evaluation in literature education could have considered and reflected what students felt and how much touched and changed, and why. We tried to set up a new aim of the evaluation of literature education and tried to design a new method according to a new aim. That is the student oriented evaluation method which aims to improve student’s self-recognition and understanding the world they live in, stimulate student’s writing as material for evaluation and encourage self-evaluation.

literature education, the evaluation of literature education, student’s self-recognition