본 연구는 뇌 기반 초등문학교육의 원리를 바탕으로 초등문학교육에 적용할 교육연극 방법의 준거를 제시하고, 준거에 따른 방법을 소개하는 데 그 목적이 있다. 먼저 뇌의 학습 기제와 초등문학교육의 원리를 살펴보고, 초등문학교육에 적용할 교육연극 방법을 제시하였다. 교육연극 방법의 준거로 풍부한 경험을 통한 총체적 인식력의 제고, 다양한 체험을 통한 의미 구성력 신장, 발달 특성에 따른 자발적 참여 확대, 허용적 분위기를 통한 내적 동기 유발, 의미 협상을 통한 문학적 체험 공유를 제시하였으며, 구체적인 방법은 놀이, 즉흥극, 역할극으로 범주화하였다. 이 방법들은 배타적이 아니라 서로 겹치거나 포괄적으로 활용될 수 있으며, 교사의 창의적인 생각에 따라 개발될 수 있다. 앞으로 많은 교육연극 방법들이 개발되어 수업에 적용되기를 기대한다.

This study purposed to suggest grounds for educational drama methods to be applied to elementary literature education based on the principle of brain‐based elementary literature education, and explain approaches according to the ground. To begin with, we examined the brain‐based learning mechanism and the principles of elementary literature education, and suggested educational drama methods to be applied to elementary literature education. As grounds for educational drama methods, we suggested the improvement of holistic cognitive power for rich experience, the enhancement of meaning composition ability through various experiences, the expansion of voluntary participation according to developmental characteristics, the induction of internal motives through permissive atmosphere, and the sharing of cultural experiences through the negotiation of meanings. In addition, specific methods were categorized into play, improvisation and role play. These methods are not exclusive to one another, but can be used in an overlapped or comprehensive way and developed from the teacher’s creative idea. The author expects that many educational drama methods are developed and applied to teaching in school.

This study purposed to suggest grounds for educational drama methods to be applied to elementary literature education based on the principle of brain‐based elementary literature education, and explain approaches according to the ground. To begin with, we examined the brain‐based learning mechanism and the principles of elementary literature education, and suggested educational drama methods to be applied to elementary literature education. As grounds for educational drama methods, we suggested the improvement of holistic cognitive power for rich experience, the enhancement of meaning composition ability through various experiences, the expansion of voluntary participation according to developmental characteristics, the induction of internal motives through permissive atmosphere, and the sharing of cultural experiences through the negotiation of meanings. In addition, specific methods were categorized into play, improvisation and role play. These methods are not exclusive to one another, but can be used in an overlapped or comprehensive way and developed from the teacher’s creative idea. The author expects that many educational drama methods are developed and applied to teaching in school.