The present study critically reviewed the response-centered teaching-learning method, which is one of representative Korean teaching-learning methods. Particularly because the concept of 'response' is too wide or too narrow, the following problems need to be solved in order to develop discussion on the response-centered teaching-learning method. First, we should overcome 'passivity', which is easily associated with the term 'response'. Second, we should not limit the width of readers' 'response' to aesthetic and affective responses. Third, we should overcome the risk of limiting response to individuals'. In order to overcome the three problems and to develop 'the response-centered learning method' into a more specific teaching-learning model, this study divided 'readers' responses' into three classes as follows. They are 'impression-centered' response to works, 'explanation-centered' response to works, and 'social-cultural value exploration-centered response' to works. In addition, it proposed three teaching-learning methodologies applicable to the literature area. First, the impression-centered teaching-learning method is composed of: (1) impression development stage; (2) impression expression stage; and (3) impression reconstruction stage. Second, the explanation-centered teaching-learning method is composed of: (1) main concept acquisition stage; (2) main concept application stage; and (3) concept adjustment and application stage. Third, the social-historical value exploration-centered teaching-learning method is composed of: (1) value recognition stage; (2) value comparison stage; and (3) value internalization stage. Through the proposal centering on the contents of education, we may link individual activities in literature class to macroscopic goals of education.