학습자 활동 중심 독서지도 방안 연구

다국어 초록 (Multilingual Abstract)

From a perspective of learner-centered education, I analyzed the changes from “The 6th Education Curriculum” to “2015 Revised Education Curriculum” and throughout the paper, I confirmed the significance and necessity of the learner-centered reading education. Accordingly, I tried to find the reading teaching-learning scheme mostly consisted of learner-centered activities. Eventually, I came up with a reading teaching-learning scheme based on necessity of a reading guidance plan and a datum point of content components.
First of all, I set the research direction from a simple curiosity of actual condition of reading education in schools. Through several revisions of education curriculum, it’s been emphasized that teaching should be learner-centered but there are still many difficulties to accomplish it. Especially, the reading education has been considered as a minor subject since out education is so concentrated in the College Scholastic Ability Test. Especially in “2015 Revised Education Curriculum”, it emphasizes the learner-centered activities even more. In this paper, I tried to talk about the future direction of reading education and how to apply it in real school environment.
So I mentioned the the necessity of reading education in the very beginning of the paper. Reading education is one of the most important things for a person to grow as a social member in a society.
I also looked through the changes in reading education from “The 6th Education Curriculum” to “2015 Revised Education Curriculum”. The working area and content category of readers in the curriculums haven’t been changed much but the status and the positive attitudes of readers got more emphasized. I could say it is a change of stream in overall curriculum. But also, there are many things that the learner should accomplish and experience through the reading education. And it was a great chance to look back the importance of it.
After that, I looked at the reading education in real school and reaction of learners to the reading education through several researches. The reading education became a minor subject because of the environment which only concentrates on the College Scholastic Ability Test. In this condition, the reading education usually ends up in one-time education. After the research, I realized that it is important to connect the reading education to other subjects.
In this paper, I studied the way to encourage learner-centered activities in reading education. The ultimate goal of reading is however a whole person growth and to make a student contribute to the society throughout his whole life.
To make the learner active in the reading education, we should start with causing interest through activities that are new to the learners. The next step is helping them to connect their lives with the books they’re reading and making them find answers to their problems from the books.
According to this research, I suggested a teaching-learning scheme to develop an education plans and to give the learners the new experiences through the activities. I really expect someday the school environment changes enough for learners to experience through the activities.
Reading education is really up to the learners but it also has so many things for learners to learn and experience. So new learner-centered activities should be developed and applied. And teacher should teach their students with a detailed plan. Then, the quality of their reading and the amount of their growth will be improved.
The limitation of this paper is that I couldn’t apply and verify the suggested teaching-learning scheme in real school condition. In the future, through more researches on the reading education, I expect to bridge the gap between the education curriculum and the actual school environment.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구사 및 연구 방법 5
• Ⅱ. 학습자 활동 중심 독서 교육의 실태 10
• 1. 독서 교육과정의 전개 양상 10
• 2. 2015 개정 교육과정의 독서 교과 이론 고찰 20
• 3. 학습자 활동 중심 독서 교육의 현황 및 문제점 27
• Ⅲ. 효율적인 학습자 활동 중심의 독서 교육 37
• 1. 학습자 활동 중심 독서 교육의 중요성 37
• 2. 독서 교육의 효율적인 학습자 활동 39
• 3. 효율적인 학습자 활동 중심의 독서 교육 방향 47
• Ⅳ. 학습자 활동 중심 독서 교육의 교수 · 학습 방안 55
• 1. 교수 · 학습 방안의 의의와 필요성 55
• 2. 교수 · 학습 방안의 실제 69
• Ⅴ. 결론 79