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반응 중심 학습은 제7차 교사용 지도서 수록 이후 현재 2015 개정 교육과정까지 꾸준히 등장하여, 현장의 교사들은 탄력적으로 반응 중심 학습법을 활용하여 문학 교실에 실천하고 있다. 본 연구자는 시 교육에서 반응 중심 학습법을 활용하여 학습자들의 반응 양상과 문제점들을 파악하고자 연구하였다. 
연구한 결과 반응 중심 학습법이 우리의 문학 교실에 주는 의미와 문제점을 확인할 수 있었다. 이러한 비판적 성찰의 과정과 현장 중심의 실제적인 연구 결과의 누적은 앞으로 반응 중심 학습법이 나아갈 수 있는 방향에 대한 지침이 될 것이다.
반응 중심 이론은 문학 교육의 전제와 같이 되었기에 앞으로도 여타의 문제 의식과 공존할 수 있을 것이다. 여러 문제 의식에 대한 비판적 성찰을 통해 반응 중심 이론이 학교 현장에서 보여주는 잠재력을 끌어내 학습 독자가 자신의 역량과 가능성을 발휘할 수 있도록 안내해야 할 것이다.

목 차
Ⅰ. 서론…·……………………··············1
 1. 연구의 필요성 및 목적………………1
 2. 선행연구 검토·······························5
 3. 연구대상 및 방법·························11
Ⅱ. 이론적 배경································21
 1. ‘반응’의 개념································21
 2. 반응 중심 문학교육······················23
Ⅲ. 반응 중심 학습법 활용에서 학습 독자 반응 양상········31
 1. 윤동주의 「쉽게 씌어진 시」········································31
  1) 작품 이해·····························································31
  2) 인지적 측면 반응 양상···········································36
  3) 정의적 측면 반응 양상···········································40
 2. 김수영의 「어느 날 고궁을 나오면서」··························43
  1) 작품 이해······························································43
  2) 인지적 측면 반응 양상············································47
  3) 정의적 측면 반응 양상············································56
 3. 반응 중심 학습법 활용에서 학습 독자 반응 양상의 의미·········59
Ⅳ. 반응 중심 학습법 활용의 문제점···························61
 1. 무분별한 환기와 주변적 해석 양상·······························61
 2. 선지식의 오용(誤用)과 남용(濫用)·······························65
 3. 반응 명료화 과정 속 비주류 해석의 배제(排除)··············69
 4. 심미적 읽기의 어려움·················································76
Ⅴ. 결론 및 제언················································80
참고 문헌·······································································84