7차 중학교 국어 교과서에 나타난 학습독서전략 유형 분류

Abstract

도구교과로서의 국어교과 성격 및 자기주도적인 학습력을 신장하기 위한 ‘학습독서’에 대한 이론적 배경을 살펴본 후, 효율적인 학습독서단계를 크게 세 단계로 설정하여 학습독서를 지도하는 데에 필요한 전략들이 현 중학교 국어교과서에 어떻게 나타나 있는지 그 유형을 분류해본다.; Most of teaching-learning activities in schools are to give lessons in the contents of textbooks composed of language text and to evaluate the students whether they understand the contents of text or not. In other words, it is very important that students understand the contents of text and remember them as well as read the text because it is a factor that is able to get high achievement on the subjects. It is Korean language subject that teaches the ability of language use for those educational activities and it implies that Korean language subject has character of instrumental subject. This character is connected with the concept of 'Reading for Learning'. The goal of the concept is extension of learning ability through reading activity and the concept is important field which should be treated in Korean language subject. The purpose of this study is to examine what is the strategy for 'Reading for Learning' in the Korean language schoolbooks of middle schools focused on the 7th national curriculum, to classify the strategy types by the step of 'reading for learning, and to consider it on the basis of the theory related to the 'Reading for Learning' and the character of Korean language subject In chapter Ⅱ, I presented theoretical background about the character of instrumental subject of Korean language subject and examined the concept and meaning of 'Reading for Learning'. Korean language subject has a character of 'instrumental subject' in the point that it is for the ability to use language. And the purpose of 'Reading for Learning' is to understand the information in the text and to remember it. In the chapter Ⅲ, I set the 3 steps ― prediction, analysis, and synthesis/remembrance ― of 'Reading for Learning'. In the prediction step which is generated 'before reading', there is an activity which causes the students' motive about the text and predicts the contents by revitalizing the necessary background knowledge for understanding the text. The students grasp the key point of the text under the reading process, checking the predicted contents and they pass by the analysis step. Finally, they arrange the analyzed text from the synthetic viewpoint in the step of 'synthesis/remembrance'. The students in this step can remember the contents of whole text by generalizing and arranging them to recognize at a glance through the summarizing and structuralizing of the text. In the chapter Ⅳ and Ⅴ, I classified the types of the 'Reading for Learning' presented in the Korean language textbooks of middle schools on the basis of the steps which are set in the chapter Ⅲ. There are strategies of questionnaire, imagination, association, pre-view, KWL, and guide for prediction in the prediction step. And there are strategy of asking question, strategy of structure, and strategy of photo in the analysis step. Finally, the strategies for summarizing the main information and visualizing the meaning are used in the synthesis/remembrance step. I classified the types of strategy for 'Reading for Leaning' centered on the descriptive text in the present Korean language schoolbooks of middle school. I could check that the students use relatively various strategies for 'Reading for Learning' according to each step to make the 'Reading for Learning' effective. Especially, they use the strategy of visualizing the meaning in the 'synthesis/remembrance step. The result shows that visualizing the text structure is effective for understanding and remembering the contents. I think that the study for the method to use well these strategies is assignment for the next study.