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『시를 읽고 배우다』는 시를 가르치는 선생님의 시각에서 시 교육을 톺아본다. 이 책은 시가 어떤 가치가 있는지를 살피면서 시를 어떻게 읽고, 어떻게 가르쳐야 하는지를 모색하고 있다. 시 교육은 시의 가치에서 출발해야 한다는 믿음으로 시의 가치를 앞에 두고, 시의 교육적 기능, 시의 상상력, 시 읽기의 방식, 시의 말하기 방식, 운율의 교수 학습, 교과서 시의 자질과 구성, 시 교육의 내용, 시 수업 방법 등에 대해 상세히 다루고 있다.
방대한 분량이다. 학회지에 게재한 여러 논문, 박사 과정에서 연구한 것과 현장에서 학생을 가르치면서 얻은 것들을 정리하면서 엮었다. 이 책은 몇 가지 특장(特長)이 있다. 시가 갖는 가치를 작품을 통해 상세화하고, 문학 창작에 절대적으로 관여하는 상상력에 밀착하여 시적 상상력의 유형을 구분하였다. 시 연구과 교육에서 어려움이 있는 운율에 관심을 갖고 운율의 형성 요인과 효과를 살펴 시 운율의 교수법을 제안하였다. 교과서에 실리는 시에 대해 선정의 기준을 제시하며, 학습자의 발달 특성을 고려하여 교과서 시의 위계를 살폈다. 시를 읽는 방법으로 논리적 읽기, 공감적 읽기, 상상하며 읽기를 제시하며 학습자의 이성과 감성을 키울 수 있는 시 수업 방법을 구안하였다.

서문 / 3


제1부 시를 읽다
제1장 시의 가치 ·····································································11
시의 가치 ······································································12
좋은 시의 내적 자질 ·························································49
시의 교육적 기능 ·····························································69

제2장 시 읽기와 시 교육 ·························································89
시 읽기의 의미 ································································90
시 읽기의 두 방식 ··························································111
사랑의 시 읽기 ······························································128

제3장 시의 상상력과 시 교육 ··················································145
시적 상상력의 양상 ·························································146
윤동주 시의 상상 읽기 ·····················································183
상상을 통한 공감적 시 읽기 ···············································202

제4장 시의 말하기 방식 ·························································229
사물로 나타내며 말하기 ····················································230
이미지로 표현하며 말하기 ··················································240
사물에 빗대며 말하기 ·······················································248
본심을 숨기며 말하기 ·······················································258
대상을 드러내며 말하기 ····················································272
생략하며 말하기 ·····························································282


제2부 시를 가르치다
제5장 운율의 교수 학습 ·························································293
운율 이론의 문제들 ·························································294
시 운율 교육의 내용과 위계 ···············································318
운율 효과의 교수 학습 ·····················································338

제6장 교과서 시의 자질과 구성 ···············································365
교과서 시의 자질 ····························································366
학습자의 발달 특성에 따른 시의 구성 ····································384
교과서 시 구성에 관한 비판 ···············································401

제7장 시 교육의 내용 ····························································419
시 단원으로서 시 교육내용 ················································420
시 교육내용으로서의 교과서 학습활동 ····································447
시 수업내용의 선정 기준 ···················································473

제8장 생각을 넓히는 시 교육 ··················································495
가치 중심의 시 교육 ························································496
사고를 키우는 시 교육 ·····················································511
즐거움의 가치를 위한 시 교육 ·············································530

제9장 시 수업의 설계와 실제 ··················································551
시 수업에 앞서 생각해 볼 문제 ···········································552
수업 설계를 위한 시 교재 분석 ···········································558
목표 중심의 시 수업 설계 ··················································576
시 수업 활동의 사례 ························································597

작품 출처 ·····································································635