검정 교과서의 등장으로 국어과 수업에서 극 텍스트는 양적으로 크게 팽창하였다. 이는 국어 환경의 급속한 변화와 국어능력의 새로운 기준을 반영한 결과이다. 본 연구는 2007년 개정 교육과정에 따른 검정 국어 교과서가 극 텍스트를 어떻게 활용하고 있는지 그 실제를 살피고 다양한 극 텍스트를 교수ㆍ학습할 수 있는 현실적인 방법으로서 스토리텔링을 모색하였다. 먼저, 검정 교과서의 극 텍스트는 교과서와 교육과정과의 불일치를 노정하며 장르적 왜곡을 보였다. 극문학의 내용 영역이 희곡, 시나리오, 방송대본이 아니라 영화, 연극, 드라마 등의 명칭과 혼재하면서 불분명하였다. 또 수 십 종의 교과서임에도 불구하고 극 텍스트의 학습내용이 대동소이함을 알 수 있었다. 이는 지나치게 세세한 성취기준에 연유하였다. 마지막으로 극 텍스트와 관련한 학습량이 지나치게 많은 반면 극문학의 아름다움에 대해서는 소홀하였다. 극 텍스트를 매체언어교육의 차원에서도 다루려는 이중의 잣대 때문이었다. 교수ㆍ학습방법에 있어서는 주로 대사의 연기와 등장인물의 비언어적 표현을 이해하는 것에 치중되었다. 또한 대사-지문-삽화라는 교과서의 고전적 지면 구성도 진부하였다. 무엇보다도 극 텍스트의 포괄적인 범주를 아우르는 현실적인 교수ㆍ학습방법이 필요하였다. 한편 스토리텔링을 통한 극 텍스트 교육의 측면에서는 우선 기술의 발전과 정보의 홍수 또 이야기 소비의 욕구가 스토리텔링의 교육적 확산을 초래했음을 언급하고 구연과 에듀테인먼트로 인식하고 있는 스토리텔링의 교육적 개념을 살폈다. 또 스토리텔링이 국어과 교육에서 서사와 의미적으로 충돌하는 점에 대해 설명하였다. 더불어 극 텍스트와 국어과 영역이 관계 맺는 양상을 살피는 것으로써 극 텍스트가 스토리텔링의 전형임을 확인하였다. 극 텍스트의 교수학습에 있어서 스토리텔링은 비선형성과 상호교환성, 소구력을 바탕으로 하는 이야기임을 전제하고 그 의미층위로서 이야기화술, 텍스트, 작술법으로 변별하였다. 이에 따라 시ㆍ공간의 이야기인 극 텍스트를 교수ㆍ학습할 수 있는 방법으로는 이야기를 하기, 이야기 만들기, 이야기 전략 알기로 구체화 하였다. 그리고 교수학습 활동을 계열화하였다.

The amount of drama text has expanded greatly at the Korean class with the appearance of authorized textbooks. This is the result of drastic changes in the environment of Korea and the reflection of new standards of Korean ability. This study examines the practice of how authorized Korean textbooks use drama text according to 2007 curriculum and gropes for storytelling as a practical method to teach and learn various kinds of drama text. Regarding the drama text and curriculum, first, this study examines the drama text of authorized textbooks with regard to the contradiction between textbooks and the curriculum and also genre distortion. And the content area of dramatic literature was unclear since not just plays, scenarios, and broadcast scripts but movies, plays, and dramas are mixed together. Also, there are tens of textbooks, but the learning contents of drama text are quite similar with few differences. This is resulted from too much detailed criteria for achievement. Lastly, the amount of learning regarding drama text is too much, but the beauty of dramatic literature is neglected. This is because of the double standard to deal with drama text from the dimension of media language education. And regarding teaching and learning methods, it is mainly focused on understanding the acting of the lines and the characters’ nonlinguistic expressions. Also, the classical paper composition of lines-text-episodes in the textbooks seems stale. Moreover, it is needed to have practical teaching and learning methods to understand the drama patterns. In the storytelling and the Korean area, first, this study mentions technological development and the flood of information along with the reason why storytelling, the needs to consume stories, is being highlighted and examines the educational concept of storytelling recognized as narration and edutainment. And it also examines the point that it collides with narration semantically in the Korean subject education. Moreover, by examining the aspects that drama text is associated with the areas of the Korean subject, this study verifies drama text is the typical form of storytelling. About the teaching and learning of storytelling and drama text, this paper premises that storytelling is the story based on nonlinearity, interchangeability, and appealing power and distinguishes it into the technique of storytelling, text, and writing technique as the semantic strata of storytelling. Thereupon, this study concretizes the teaching and learning methods of dramatic literature, the stories of time and space, as telling stories, making stories, and knowing storytelling strategies. And it sequentializes the teaching and learning activities.

The amount of drama text has expanded greatly at the Korean class with the appearance of authorized textbooks. This is the result of drastic changes in the environment of Korea and the reflection of new standards of Korean ability. This study examines the practice of how authorized Korean textbooks use drama text according to 2007 curriculum and gropes for storytelling as a practical method to teach and learn various kinds of drama text. Regarding the drama text and curriculum, first, this study examines the drama text of authorized textbooks with regard to the contradiction between textbooks and the curriculum and also genre distortion. And the content area of dramatic literature was unclear since not just plays, scenarios, and broadcast scripts but movies, plays, and dramas are mixed together. Also, there are tens of textbooks, but the learning contents of drama text are quite similar with few differences. This is resulted from too much detailed criteria for achievement. Lastly, the amount of learning regarding drama text is too much, but the beauty of dramatic literature is neglected. This is because of the double standard to deal with drama text from the dimension of media language education. And regarding teaching and learning methods, it is mainly focused on understanding the acting of the lines and the characters’ nonlinguistic expressions. Also, the classical paper composition of lines-text-episodes in the textbooks seems stale. Moreover, it is needed to have practical teaching and learning methods to understand the drama patterns. In the storytelling and the Korean area, first, this study mentions technological development and the flood of information along with the reason why storytelling, the needs to consume stories, is being highlighted and examines the educational concept of storytelling recognized as narration and edutainment. And it also examines the point that it collides with narration semantically in the Korean subject education. Moreover, by examining the aspects that drama text is associated with the areas of the Korean subject, this study verifies drama text is the typical form of storytelling. About the teaching and learning of storytelling and drama text, this paper premises that storytelling is the story based on nonlinearity, interchangeability, and appealing power and distinguishes it into the technique of storytelling, text, and writing technique as the semantic strata of storytelling. Thereupon, this study concretizes the teaching and learning methods of dramatic literature, the stories of time and space, as telling stories, making stories, and knowing storytelling strategies. And it sequentializes the teaching and learning activities.

authorized textbooks, drama text, storytelling, curriculum, teaching and learning, appealing power