On the Reader’s Response to <Chunhyangjeon> Appearing in <Uridljeon>

Ryu Su-yeol

한양대학교

Korea Business Review 42No. pp.379-404 (2011)

DOI: 10.20880/kler.2011..42.379

Abstract

This study aims to how readers are reflecting themselves in some ways regarding to reader's individual response on , the one of different versions of the . As a result, We have founded that readers took different roles as 'confirmation and empathy', 'using the contextual information', 'self-projection', 'enlightenment', 'travesty'. It has a distinct historical value regarding to showing the performance of the readers of about 100 years ago. It would be worth more if we consider the fact that this role of the readers has still been performed in the current process of reading. Based on the results discussed in this article, I proposed the concept of Critical Commentary as a educational reintroduction. Commentary[評點] which is similar to Critical Commentary, is only focused on the current score or assessment that evaluate the academic ability. Therefore, commentary is not appropriate to refer to assessments of specific areas. In addition, the Criticism[批評] is not only a prerequisite for Perspective of professionals. but also it is intellectual activities that makes literary appreciations in a consistent logical form. so it makes burden to learners. Therefore, I suggest that The Critical Commentary, which encompass both improvised responses, impressive response and free response, as a term of reading, or Teaching-activities on Education of literature. If the term of critical commentary will be settled, it will be able to encompass all variable response in reading literature. And the various roles of readers according to their own work through analysis of how the new creative teaching-learning activities can form.

Keywords

춘향전우리들전비평평비독자반응문학교육

References

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