화학 및 과학 교과서에 기술된 읽기자료 분석 및 활용도 조사

임미경 ( Mi Kyung Lim ),유미현 ( Mi Hyun Yoo ),남석현 ( Seok Hyun Nam ) 경북대학교 과학교육연구소 2012 科學敎育硏究誌 Vol.36 No.1

본 연구의 목적은 과학 교과서에 제시된 읽기자료의 문제점을 파악하기 위해 고등학교 화학Ⅰ 교과서의 읽기자료를 분석하고, 과학 교사의 과학 교과서 읽기자료에 대한 인식을 조사하는 것이다. 이를 위하여제7차 교육과정 및 2009개정 교육과정 고등학교 화학Ⅰ 교과서 각 4종을 택하여 읽기자료의 수, 내용에 따른 제시 유형과 학생의 활동에 따라 비교 분석하였다. 또한 중등 과학교사의 과학 교과서 읽기자료 활용에 대한 인식 조사를 하였다. 연구 결과는 다음과 같다. 첫째, 화학Ⅰ 교과서의 읽기자료를 유형별로 분석한 결과 제7차 화학I 교과서에서는 읽기자료의 비율이 7.9%∼17.1%로 나타났으며, 2009개정 화학I 교과서는 20.6 28.2%비율로 나타났다. 2009개정 교과서의 읽기자료 비율이 증가하였음을 의미한다. 읽기자료 내용별로 분석한 결과 제7차 교육과정에서는``생활 속 과학``이 34.3%로 가장 큰 비율을 차지하였으나, 2009개정에서는``지식의 심화보충``이 23.7%로 가장 높게 나타났다. 학생 활동 유형별로 분석한 결과제7차 교육과정은 읽기자료 13%만이 탐구형 자료인것으로 나타났으나 2009개정에서는 35%가 탐구형자료로 나타나 학생의 탐구활동 향상을 위한 교육과정 목표가 반영되었음을 시사한다. 둘째, 과학 교과서활용 실태에 대한 교사의 인식 조사 결과 67%에 해당하는 교사가 현재 과학 교과서 읽기자료를 수업에 사용하고 있으나 거의 활용하지 않는 교사도 33%나 되었다. 많은 교사들이 실생활과 관련된 통합적 교육을 위해 읽기자료가 필요하다고 응답하였으며``생활 속과학``읽기자료가 교과서에 좀 더 많이 포함되어야 한다고 인식하고 있었다. The purpose of this study was to analyze the reading materials in 7th curriculum and 2009 revised high school chemistryⅠtextbook for identifying the problems of reading material presented in science textbooks and to investigate science teachers` recognition about utilization reading materials in science textbook. For this purpose, each four 7th curriculum and 2009 revised high school chemistryⅠtextbook were analyzed according to the number of reading materials, the type of contents and the type of students` activities. In addition, the secondary school science teachers` recognition about utilization reading materials in science textbook was investigated. The results were as follows: First, anylizing reading materials in chemistryⅠtextbooks showed that and the rate of reading materials were presented from 7.9 to 17.1% in 7th curriculum and from 20.6 to 28.2% in 2009 revised curriculum textbook. It implies that the rate of reading materials in 2009 revised textbooks increases more than those in 7th curriculum textbook. The result of analyzing the type of contents, ``life sciences`` was the largest proportion with 34.3 % in the 7th curriculum chemistry I, but ``enrichment and supplement of knowledge`` was the largest proportion with 23.7% in 2009 revised curriculum. Analyzing the type of student activities, only 13% of the reading materials in 7th National Curriculum textbook was found to be inquiry type, but 35% of the reading materials in the 2009 revised curriculum. appears to be inquiry type. It suggested that the curriculum objectives was reflected in the textbook. Second, investigating recognition of teachers` perceptions of utilization science textbooks, 67% teachers responded that they used the reading materials in their science class, but teachers who didn`t use the reading materials was almost 33%. A large number of teachers responded that the reading materials associated with the real-life needed for integrated education and thought that the reading materials about ``life and science`` should be included in the science textbooks.

한국어 읽기 교재에 나타난 활동 연구

지주연(Ju-Yeon Ji) 한국중원언어학회 2015 언어학연구 Vol.0 No.36

The purpose of this study was three-fold: 1) to classify reading activities in the integrated Korean textbooks and in the Korean textbooks for academic purposes, 2) to identify what kinds of activities are in the two kinds of textbooks, and 3) to examine the differences of the reading activities in the two kinds of textbooks. For this study, six textbooks were selected and analyzed. In regard to the first research purpose, this study attempted to classify reading activities into seven categories. Meanwhile, this study suggests that most of the activities in the textbooks are about literal understanding, whereas the portion of inferential and critical reading activities are relatively low. Due to the difference in the reading genre, there are some differences in the reading activities. It was found that the reading activities in the two kinds of textbooks are not enough to improve the learners’ reading ability. Reading textbook should include all seven types of activities evenly. which can guide learners to understand the text more effectively. The teacher can provide extra materials to improve the learners’ reading ability.

L2 English Reading Fluency in Korean Elementary Schools : Analyses of National English Curriculum and Textbooks

Jeong Mi Kim,Alex Ho-Cheong Leung 아시아영어교육학회 2021 The Journal of Asia TEFL Vol.18 No.3

Reading fluency (RF) is considered one of the crucial factors for successful reading. However, in S. Korean context, it has been less acknowledged and thus little delivered particularly in elementary school level. This study investigated the national English curriculum and authorized textbooks for Korean elementary schools in terms of RF. The national curriculum is investigated in accordance with the classification of the lower- and higher-level reading processes. Next, in order to examine the textbooks, 10 years of RF empirical studies were reviewed; reading texts and activities of the textbooks were then compared to those of the empirical studies which played a role as guidelines for reading texts and activities for RF in Korean Elementary School level. The analysis of the national curriculum revealed its bias towards the higher-level reading process without first developing students’ RF, and the comparison of the textbooks and the empirical studies demonstrated insufficient text and reading activities to develop RF of young learners. Based on the findings, several suggestions, implications for teachers and directions for future research are offered.

기능 심화형 한국어 교재 개발의 실제 - 「경희 한국어 읽기」 교재를 중심으로 -

이정희 국제한국어교육학회 2016 한국어 교육 Vol.27 No.2

Jung-Hee Lee. 2016. A Study on the Development of an Intensive Skills-based Korean Language Textbook -Based on the Kyung Hee Korean Reading Textbook. Journal of Korean Language Education 27-2: 193-228. The purpose of this study is to introduce the approaches and contents of a reading skills-based textbook developed by the Institute of International Education at Kyung Hee University. Moreover, the aim of the study is to compare the differences in language achievement between using an integrated reading textbook and an intensive skills-based textbook, and to further discuss the effects of developing an intensive skills-based textbook. In the context of Korean language education, reading and writing skills have not been sufficiently dealt with in classes and rather recognized as a secondary feature due to the emphasis of the communicative approach stressing speaking and listening skills. However, the advantages of an intensive skills-based reading textbook is that it focuses solely on reading skills, and therefore, aims to immerse the learners in real-world language contexts to acquire the specific language feature. Another advantage of the intensive skills-based textbook is that since it solely focuses on one function of language skills, a variety of topics and reading text genres can be accessible. In addition, as in the case of integrated textbooks, it dispels the concern that the detailed steps for improvement in each skill may possibly be overlooked. Moreover, it dismisses the concern that reading may be used as a secondary feature to learn vocabulary and grammar rather than the function itself. This study examined the reading abilities of 61 learners who studied with integrated textbooks from Basic 1 level to Advanced 1 level for five semesters and compared it with 57 learners who studied with intensive skills-based textbooks. Eight questions regarding ‘understanding factual information” and six questions on “making inferences” from the Korean Proficiency test (TOPIK) were provided and the results were compared. As a result, there was a meaningful difference of the score between the two groups which demonstrates that learners who were exposed to intensive skills-based textbooks showed better performance.

일반 논문 : 중국의 한국어 고급 읽기 교재 분석 연구

왕단 ( Dan Wang ) 한국어교육학회(구-한국국어교육연구학회) 2012 국어교육 Vol.0 No.137

Textbooks for Korean language reading with clearly defined teaching concept, contents, pedagogy and assessment approaches play a self-evident role in the teaching of reading skills in Korean language teaching. It is necessary to make an analysis and assessment of the existing textbooks before developing textbooks for Korean language reading that can meet the demands of teachers and students. This paper intends to define the basic principles governing textbook analysis and some specific textbook analysis projects through studying and analyzing the basic principles of the teaching of reading skills and the theory on textbook assessment. Based on that, the paper studies the three advanced textbooks for Korean language reading, which are being used by the Korean majors in China`s universities, conducts a systematic and detailed comparison and analysis of these three textbooks from the two aspects of external composition and internal elements, makes impartial comments on the strengths and weaknesses of all the three textbooks, and then works out a specific plan for the development of advanced textbooks for Korean language reading.

아동 중국어 읽기 교육과 교재에 관한 논의 -초등학생을 중심으로

김미순 ( Kim Mi-Soon ),김한나 ( Kim Han-Na ),양소연 ( Yang So-Yeon ) 한국외국어대학교 외국어교육연구소 2022 외국어교육연구 Vol.36 No.4

The study examines how Chinese reading education for elementary school students should be conducted. Based on this, the study investigated how many different reading materials for children are being published in Korea, and further investigated whether the current Chinese textbooks for children are suitable for the purpose of ‘reading for learning’ or ‘reading for pleasure’. The curriculum guiding elementary education does not include Chinese subjects. Therefore, in this paper, the theory of Chinese reading education, YCT, and elementary school English and Korean curriculum were studied to find out how Chinese education for elementary school students should be conducted. As a result of reviewing the current Chinese textbooks for children based on the study, currently there are only four Chinese reading materials for children. Among them, only one textbook had the composition of intensive reading or extended reading. Therefore, the study set this only textbook as a subject of the study and examined whether the book is suitable for the purpose of ‘reading for learning’ or ‘reading for pleasure’ for elementary school students through analysis of the topics, reading materials, and teaching and learning activities. The result showed there was a lot of room for improvement as a textbook for the purpose of learning, although the requirements for textbooks for the purpose of pleasure were generally satisfying. Developing children’s reading skill is very important in modern days where digital literacy is important. For this purpose, it is hoped that various reading materials that can achieve both purpose of ‘reading for learning’ and ‘reading for pleasure’ to be published.

초등영어 교과서에 제시된 초기 읽기·쓰기 활동

김영민 ( Kim Young-min ) 부산대학교 과학교육연구소 2019 교사교육연구 Vol.58 No.4

본 연구는 2015 개정 교육과정에 따라 개발된 초등영어 3∼4학년 5종 교과서에 제시된 읽기, 쓰기 학습활동과 내용이 학습목표를 구현하기에 적절한가를 분석했다. 교육과정에 제시된 성취기준은 학습자가 도달해야 할 최소한의 기준이며, 3, 4학년 군은 알파벳 대소문자 읽고 쓰기, 낱말의 소리와 철자 관계 익히기, 단어와 어구(문장)를 읽고 쓰는 것을 포함한다. 본 연구의 결과는 다음과 같다. 첫째, 5종의 교과서(A, B, C, D, E)는 첫 단원에서 알파벳 대소문자 학습을 포함하고 있으나 학습 시기에는 차이가 있었다. A, C, D의 3개 교과서는 3학년 1학기에 걸쳐 알파벳을 익히도록 했으나, B 교과서는 3학년 1학기 중간정도(3단원)에서, A 교과서는 첫 단원에서 알파벳 습득을 마치도록 구성했다. 둘째, 소리와 철자 간 인식을 길러주는 활동 역시 교과서간 차이가 있었다. 대부분의 교과서가 알파벳 대소문자 학습이 끝나고 알파벳 소리를 제시했으나 D 교과서는 처음부터 글자와 소리를 동시에 익히도록 제시했다. 5종 교과서 모두 낱말의 첫소리 자음으로 시작해 단자음과 단모음 소리를 포함했으나, 장모음이나 이중자음을 포함한 교과서(B, D)도 있었다. 셋째, 낱말이나 어구(문장) 읽기, 쓰기 활동도 교과서간 체계성이나 제시 시기에서 차이가 있었다. 대부분의 교과서가 알파벳을 익힌 후 단어를 읽고 쓰는 단계로 넘어 갔으며, 문장 읽기는 대부분 4학년 1학기에 시작되었고, 이 중 3개의 교과서(C, D, E) 가 그림에 맞는 문장을 연결하는 의미 이해 활동이 포함되어 있었다. 어구 쓰기 활동은 문장읽기보다 조금 늦은 4학년 1학기(C, D) 혹은 4학년 2학기(A, B, E)에 시작되어 쓰기에 따른 학습자의 부담을 고려한 것으로 보인다. 본 연구 결과에 기초하여 교과서 개발 시 학습자의 인지 발달이나 정의적 측면을 고려한 내용 구성 등이 제안되었다. The purpose of this paper was to analyze the reading and writing activities in the five elementary English textbooks developed on the basis of 2015 Revised National Curriculum. The main results were as follows. First, 5 textbooks(A, B, C, D, E) presented alphabet from the very beginning of the lessons. But the learning periods for alphabet reading and writing varied among textbooks. Most of the textbooks(A, C, D) allocated 1 semester for learning alphabet, whereas one textbook(E) allocated only 1 unit lesson (4 class periods) for learning alphabet. Second, the amount and kinds of phonics also varied greatly among textbooks. Most of the textbooks(A, B, C. E) presented the sounds of letters after letters, but one textbook(C) presented the alphabet letters and sounds together. All textbooks presented single consonants followed by short vowels. Some textbooks presented long vowel(B), consonant blends(B), and consonant diagraph(B, E). Third, reading and writing activities in terms of words and phrases(sentence) also varied among textbooks. After learning alphabet, activities for reading and writing words were presented with pictures. Reading activities for sentence level were presented from the beginning of 4th grade textbooks. Writing activities for phrase level were presented from the first semester of 4th grade(C, D) or from the second semester of 4th grade(A, B, E) which were delayed compared to sentence reading. Based on the results some implication and suggestion for further research were suggested.

2007 개정 교육과정에 의거한 고등학교 1학년 영어 교과서의 읽기 활동 분석

나경희(Rha, Kyeong- Hee),송희심(Song, Heshim) 한국외국어교육학회 2010 Foreign languages education Vol.17 No.2

The purpose of the present study was to analyze reading activities in the 10th grade English textbooks that are used in high schools in Korea under the National Curriculum revised in 2007. Reading activities of pre-, during-, and after-reading stages in the 10th grade English textbooks were analyzed and compared to those in the textbooks of the 7th National Curriculum. Findings of the study were: 1) the types of reading activities in the order of the most to the least presented in the new textbooks were “activating background knowledge”, “relating to personal experience”, “vocabulary”, and “previewing” activities in the pre-reading stage, “monitoring comprehension”, “relating to personal experience”, “understanding the structure of a passage”, and “predicting the content of the next part” for during-reading activities, and “understanding the content”, “using integrated skills”, and “figuring out logical structures and types of texts” for after-reading activities; 2) of the activity types, activities for “activating background knowledge” showed significant improvement from those in the textbooks of the 7th National Curriculum in terms of the diversity of the activities; and 3) almost all the textbooks contained reading activities that meet the achievement criteria set by the revised 7th National Curriculum. Implications are suggested for reading teachers about using the textbooks.

초등학교 국어 교과서의 비판적 읽기 교육 내용 구성 제언

안부영 한국국어교육학회 2021 새국어교육 Vol.- No.129

Purpose: This study was planned for critical reading education to observe how proficient readers are reading critically in real life. And then I would like to analyze the critical reading patterns of proficient readers and obtain educational suggestions based on this. Methods: To this, I asked 24 college students classified as relatively skilled readers to participate in this study. I provided them with writings of unknown origin. They were asked to describe all the ideas that came to mind while reading the article. Results: College students who participated in this study generally put a lot of effort into reading the text and understanding the content. Surprisingly, they rarely performed critical reading activities related to the article. This study looked for contents related to critical reading in the 5th to 6th grades of the 2015 revised elementary school Korean language textbook. As a result, the textbook revealed that it did not provide sufficient learning content related to critical reading. Conclusion: This study argues that in order for readers to habitually perform critical reading in real life, textbook must provide more learning opportunities related to critical reading. In addition, this study argues that for this, it is necessary to reorganize the curriculum and textbook system. 목적: 이 연구는 성인 독자가 실제 생활에서 비판적 읽기를 어느 정도 수행하는지를 살펴보고 이를 토대로 비판적 읽기 교육에 대한 제언을 하기 위해 계획되었다. 방법: 이 연구는 성인 독자인 대학생 24명을 대상으로 출처를 알 수 없는 글을 제공하고 그 글을 통해 비판적 읽기를 얼마나 수행하는지 살펴보았다. 그리고 이 결과를 바탕으로 현재 초등학교 국어교육에서 이루어지는 비판적 읽기 교육을 비교하여 살펴보았다. 결과: 이 연구에 참여한 대학생들은 텍스트를 이해하기 위해 내용 확인과 관련한 생각은 많이 생성하였으나 비판적 읽기와 관련한 생각은 1인 평균 1.5개 정도로 떠올리는 것에 불과했다. 2015 개정 초등학교 국어 5~6학년군 교과서에서 찾은 비판적 읽기 교육 내용은 자료의 출처, 저자의 전문성 등에 대한 학습 기회를 제공하지 않고 있음을 확인하였다. 결론: 실제 생활에서 비판적 읽기 교육이 텍스트에 대한 내용 확인만큼 습관적으로 행해지기 위해서는 교과서의 내용이 알맞게 구성될 필요가 있으며 또한 비판적 읽기 교육 내용이 전학년에 걸쳐 수시로 반복적으로 제시될 수 있도록 교육과정과 교과서 체제 개편이 필요하다.

이북 김형직사범대학의 외국인 대상《조선어강독》교재 분석 연구 - 류학생용과 실습생용을 중심으로 -

오현아 ( Oh Hyeon-ah ) 한말연구학회 2021 한말연구 Vol.- No.62

The purpose of this paper is to analyze the textbook of "Reading Joseoneo" of Kim Hyong Jik University of Education, a Joseoneo textbook for foreign learners, and to understand the current status of Kim Hyong Jik University of Education as a foreign language. Unlike Kim Il Sung University, Kim Hyong Jik University of Education’s Reading Joseoneo textbook is a single series rather than separate textbook sets for international students and for apprentices but is structured as Reading Joseoneo 1, 2, 3 for students studyin gabroad, apprentices, and international students, respectively. Therefore, we wanted to conduct an internal analysis of how this textbook is constructed. In addition, there were 2013 and 2016 editions of "Reading Joseoneo 3", so the two editions wanted to deal with the changes between the textbooks. To this end, Chapter 2 conducted a comparative analysis of < Reading Joseoneo 2 > for apprentices and < Reading Joseoneo 1, 3 > for international students at Kim Hyung-jik University of Education. In Chapter 3, the changes between the 2013 and 2016 editions of "Reading Joseoneo 3" were analyzed. This study has fundamental limitations that it attempted to conduct a textbook-oriented internal analysis without encountering actual teaching learning situations. However, it is hoped that this will deepen the understanding of the textbook of "Reading Joseoneo" of Kim Hyong Jik University of Education and revitalize related discussions.