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동화의 제시방법에 따른 유아의 읽기발달에 관한 연구

Title
동화의 제시방법에 따른 유아의 읽기발달에 관한 연구
Other Titles
(A) Study on Children's Reacing Development Through a Different Story Telling Methods
Authors
정선희
Issue Date
1989
Department/Major
교육대학원 교육학전공유아교육분야
Keywords
동화유아읽기발달유아교육
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
본 연구는 유치원 유아들에게 동화를 들려주는 동화의 제시방법에 따라서 유아의 읽기발달이 어떻게 이루어지는지 알아보고자 하는데 그 목적이 있다. 이러한 목적을 달성하기 위하여 본 연구는 다음과 같은 연구문제를 설정하였다. 1. 5,6세 유아의 읽기발달은 접촉빈도에 따라 어떤 차이가 있는가? 2. 5,6세 유아의 읽기능력은 동화의 제시방법에 따라 차이가 있는가? 3. 5,6세 유아의 읽기발달은 접촉빈도와 제시방법에 따라 어떻게 변화하는가? 본 연구의 대상은 경기도 의정부시에 소재한 E유치원의 원아 43명 이었다. 이들은 만 5~6에의 유아로 남아 28명, 여아 15명 이었다. 이들 43명의 유아들에게 읽기를 검사하여 이들 가운데서 글자를 읽지 못하는 유아 24명중 18명을 무선으로 표집한 후 동화의 제시방법에 따라 다시 6명씩 3집단으로 무선으로 배분하였다. 동화의 제시방법에 따른 3집단은 일방적으로 교사가 아동에게 동화책을 읽어주는 방법, 아동 스스로가 녹음기를 사용하여 이야기를 들으며 책을 보는 방법, 교사와 아동이 서로 상호작용하며 동화책을 읽어주는 방법이다. 읽기검사도구로는 "소꿉놀이"를 사용하였으며 연구를 위한 실험은 1주 1회씩 6회에 걸쳐 개별적으로 실시하였다. 수집된 자료는 2원변량분석 방법을 사용하였으며 주효과를 알아보기 위해 scheffe's 검증하였다. 본 연구를 통해 얻어진 결과는 다음과 같다. 1. 5,6세 유아의 읽기발달은 읽기횟수가 증가함에 따라 점차 증가하였다. 교사와 아동이 서로 상호작용하며 이야기책을 읽는 방법이 가장 높게 증가하였고, 그다음이 아동 스스로 녹음기를 사용하여 이야기를 들으며 책을 보는 방법, 교사가 일방적으로 아동에게 이야기책을 읽어주는 방법 순으로 나타났다. 2. 5,6세 유아의 읽기능력은 동화의 제시방법에 따라 유의미한 차이가 있었다. 3. 5,6세 유아의 읽기발달은 제시방법에 있어서 동화를 많이 들려줄수록 유아의 읽기발달은 증가하였다. 동화의 제시방법에 있어서도 주효과가 있었고(F=7.60, p<.001), 읽기횟수가 증가함에 있어서도 주효과가 있었으며(F=105.05, p<.001)그리고 동화의 제시방법과 읽기횟수의 상호작용도 유의미하였다.(F=2.99, p<.01);The purpose of this study is to find out the development of children's reading abilities, depending upon the methods of different approach of presenting stories to the children and to achieve its purpose. The questions for this study are as follows: 1. Are reading abilities of five or six years old children differ, by its number of contact? 2. Is the story reading abilities to the five or six years old children differ, by three different story telling method? 3. What is the development of reading ability of five or six years old children, by its number of contact and story telling method? This study is made on actual field observation of the activities of 43 kindergarten children in "E" kindergarten located at Uijongbu-City, Kyongki-Do, and the ages of these children were between 5-6 years old, and 28 of these children were boys and 15 were girls. After a test of their reading ability, the 18 randomly selected among 24 who could not read were re-grouped into 3teams of which each team were made of 6 children per team to categorize under each method of different approach of presenting the children's stories. The 3 categorize of different groups were introduced the First, the teacher's direct illustrative reading method, the Second, listening of cassette tape recording and reading the story books by children themselves; and the Third, interactive or communicate between teacher and children of story books by mutual discussion and readings. The instrument used for reading test were "The house play" edited by Jung, In-Chul and children's individual reading behavior was observed and analyzed weekly for 6 weeks. The material collected were applied under the method of Two-way Analysis of Variance system and the "Scheffe's" after the main effect verification system. The results of the study are as follows: 1. The children's reading development of five or six years old were improved as the number of readings were increased, and it was identified that the highest result were achieve when both teacher and was application of cassette tape recorder for hearing and reading. And the last was teacher's reading method. 2. The children's reading ability of five or six years old were different by each categories of its presentation. 3. The children's reading ability of five or six years old were increased as the number of contacts between teacher and the child were intensified, and the proper application of its approach method. This has been that the proper approach of presenting the story was effective (F=7.60, p<.001) and the increase of readings to the children were also effective (F=105.05, p<.001) but it was found that both the method of approach and the number of contact between the teacher and children had meaningful co-relations. (F=2.99, p<.01)
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