This study aims to design 'a teaching-learning model with the utilization of cooperative learning' with reference to a poem teaching-learning model as well as existing cooperative learning theories for identifying and solving the problems of poem education in a class. The model proposed herein was designed around the four stages of 'planning -introduction-development-summarization and assessment'.
In the teaching-learning planning stage, the goal of teaming is established as a preparatory stage, and appropriate projects and the syllabus of the learner assessment are prepared according to the characteristics of the literary work.
In the introduction stage, the motivation for learning is provoked as a stage of the provocation of motivation and text reading, and makes learners understand the overall feeling and atmosphere of a poem through the reading of an entire poem's texts after stimulating the learner's schema.
The development stage is composed of three steps, which include 'the designation and endowment of a project, performance and discussion of a project, and presentation of a project'. In the designation and endowment of a project step, a teacher endows a project by group, and learners share their roles about the project through a group discussion. In the performance and discussion of a project step, learners solve the project individually and prepare a project report through a group discussion. In the presentation of a project by group stage, learners present the contents of a project report prepared by the group to the entire class. After the presentation, the learners exchange questions and answers with members of other groups, and a teacher makes up for insufficient or incorrect parts in the presentation along with comments. The summarization and assessment stage is to summarize the details of teaching-learning, to present the final report by correcting some parts which were pointed out after the presentation by a group, and to determine whether the learners achieved the goal of teaching-learning education.
Also, in this learning model, the teacher's guidance is given throughout all stages. This stage was designed to be frequently implemented when it is deemed necessary for teachers to deliver knowledge to learners or to guide learning activities for them.
In order to look at the applicability and meaning of the model to the field of education, the study applied the model to the poem text of the Korean language text for middle school students and wrapped up research by proposing a teaching-learning method.
With these efforts, it is supposed to offer diverse activities involving poems to learners and to extend the scope of understanding and appreciation of poems. Also, the teaching-learning method is supposed to create a learner-oriented dynamic class. Furthermore, the learner-oriented class will bring about a positive effect for learners to achieve higher scholastic achievements in terms of affective and cognitive aspects when compared to existing teacher-oriented classes, and for achieving the learners' self-realization by experiencing literature with the whole person.