부산대학교 도서관

1911년부터 9차례에 걸쳐 이루어진 조선교육령의 결과 출간된 『조선어독본』과 『중등교육 조선어 급 한문독본』, 대중적으로 많이 활용되었던 『중등조선어작문』에 수록된 기행문들은 근대 기행문에 내재된 교양으로 서의 특징을 드러내고 있다. 당대 최고의 문사였던 이광수의 <오도답파 여행>과 ≪금강산유기≫의 일부가 이들 교과서에 수록되었는데, 수록 이유는 이광수가 당대 최고의 작가라는 점뿐만 아니라 이 글들이 일제 강점기 근대화의 이면을 드러냈고, 금강산이 민족의 자랑거리로서의 표상이라는 점, 그리고 기행문의 장르적 특징을 학습하는 데 필요한 문학적 특징을 보여준다는 점에서 찾을 수 있다. 근대 교육과정 내에서 제도화된 원족과 수학여행은 일상화된 도시에서 벗어나 자연이나 유적을 통해 얻을 수 있는 수양의 교육적 효과를 보여주는 글들을 통해 학습이 이루어졌다. 특히 전통적 성곽의 산책로는 근대 교육기관과 공간적으로 인접하였는데, 이들 장소에 대한 기행문은 감각적 몽상의 환기라는 근대미학적 효과를 달성하고 있다. 비용과 박탈감이라는 사회적 논란에도 불구하고 수학여행에 대한 열광은 더해갔으며, 공간 또한 국내의 익숙한 관광지에서 일본, 만주와 같은 지역으로 확대되었고, 간접 체험을 통한 교육 효과라는 점에서 미지의 장소나 인도양, 스위스와 같은 이국적 공간을 통한 교양의 습득이라는 욕망도 담게 되었다. 이 논문은 르네상스 시기에 시작된 여행이 산업화 시기에 대중화되면서 일반교양으로서의 의미를 가지게 되는 양상을 일제 강점기 교과서 수록 기행문을 통해 분석하였다.
The Joseon Education Ordinance, which was implemented nine times since 1911, is closely tied to changes in education policy and textbooks. As a result of examining the textbooks 『Korean reading book』 published as a result of the revision of the education ordinance and the travelogues contained in the popularly used 『Intermediate Korean Writing』, two conclusions were drawn. The first is that the journey of exploration that began from the Renaissance period in the West became popular during the period of modern industrialization and had characteristics as modern culture. For this purpose, Lee Kwang-soo's < Haeundae >, < Suryeom-dong >, and < Manggundae >, which were simultaneously included in two types of textbooks, were examined. Although Lee Kwang-soo was the best literary writer at that time, he was not immune from the political evaluation of his writings, including his travel narratives. In particular, was included in, his national travel diary, and was politically valued as a contributor to Japanese colonial domination. < Ododappa Journey > was a project of ≪Maeil Shinbo≫, the only Korean newspaper at that time, and serialized travelogues of 59 correspondences over 70 days. Among these, the reason < At Haeundae > is included in the textbook seems to be due to the wave of emotions that are expressed as feelings of sorrow and contempt for and longing for poor Joseon, which had not been revealed behind the political nature of < Ododappa Journey >. As this article was included with the emotion of the article itself, it shows the effect of < At Haeundae >, which was a tourist attraction under development at that time, becoming a representative resort destination after the 1920s. Lee Kwang-soo's < Geumgangsan Yugi > is a record of two trips to Mt. Geumgang. The famous < Theory of National Reform > is placed between the first and second trips to Mt. Geumgang. < Suryeom-dong > and < Manggundae >, which are included in the textbook, were written during the first trip to Mt. Geumgang, and they demonstrate the confidence in the nation's leader. In particular, < Mangundae > was recorded in three parts, and the elements of the travelogue such as ‘explanation of the journey’, ‘description of the landscape’, and ‘aesthetic expression’ were split to reveal teacher's intention. Emphasizing that Mt. Geumgang was symbolized as the pride of the nation at that time, Lee Kwang-soo reveals that the motivation for < Gumgangsan Yugi > is to let ‘our brothers and sisters’ know the knowledge and information about Mt. Geumgang. The form of institutionalized travel within the curriculum of contemporary students can be divided into picnic and educational travel, and the picnic has a modern plan to find a new self by moving out of the daily life in the city to nature. An article has been published on the educational impact of culture derived from travel on the significance of such travel. In particular, the promenade of the traditional fortress was presented as a major space for students to walk while spatially adjacent to a modern educational institution. < One Night in Bukak > is a text that expresses the sensual dreaming brought about by such a light picnic. This article has an educational effect as a part of the modern aesthetic of sensual dreaming. Educational Travel that began in the late 19th and early 20th centuries began at historical sites in Korea, and in the 20s, long-distance educational travel to Japan and Manchuria became common. Under these circumstances, educational travel became the subject of social controversy, but awareness of the educational effects of educational travel expanded. The effect of modern travel as a method of obtaining knowledge and information through school trips to well-known domestic and foreign travel destinations or a new experience of meditation through a picnic, as the general education of modern travel, has been extended to places that are not well known or difficult to access, and even to foreign countries after the 1930s, enlarge the space in < Lesson 18 Passing Geombulang >, < Lesson 32 Passing the Indian Ocean >, < Lesson 5 Landscapes in Seoseo > (Switzerland) 『Secondary Education Korean Language-Level Chinese Reading』 Volume 1, Government-General of Korea, 1933 (Sohwa 8). These are articles that reveal the changes in these travels. Geombulang is interesting place in that it is a geographical trip to a plateau in the area of O risan, Pyeonggang, Gangwon-do. Geombulang is a region of lava which extends to Paju, Gyeonggi-do, formed as eruptions during the 4th period of the Pleistocene. It is a travelogue that travels by car from Pyeonggang Station (平康驛) to Bokgye-ri Station (福溪里驛) on the Gyeongwon Line, which was opened at that time, and travels by car. In < Passing the Indian Ocean >, a cruise ship landed in Penang, Malaysia, and visited Penang Port and Geuknaksa Temple. This article, documenting the details of a cruise ship trip, is quite big, up to six pages long. Although the introduction to Switzerland is an inaccessible travel area, further research is needed in that it was intended to acquire the general education that can be obtained through travel through the indirect experience of travel through textbooks. The expansion of this space stimulates curiosity about the fictive and unknown world of dreams and creates the effect of arousing the desire for exotic landscapes. Travelogues included in textbooks through travelogues were taught with the intention of educational effects to achieve the original purpose of travel as a typical general education and modern culture in the industrialization period along with the genre characteristics that modern travelogues should have. As a result, students were reminded of familiar or unfamiliar spaces again on a modern culture journey as part of the institutionalized curriculum.