讀書, 速讀, 冥想讀書間의 比較

朴화燁 서원대학교 교육연구소 1996 敎育發展 Vol.15 No.1

This study was to construct a classificatory system of reading instruction and to verify its effect in clinical reading. A comparative system of conceptual schemes was constructed on the basis of instruction of reading behaviors. The task of reading instruction was to develop mental concentration and reading speed variable. The operational mechanisms of mental concentration were based both on an internal approach to calm mind and on an external approach to sound posture and a point-kept watching for a target with eyes opened widely. The total number of constructed items of instructive information and reading knowledge were made interactive and combinative items, and transformable into the third power on nine(93)items of elaborated information and contexts. It was possible that a new contextual meaning of reading process could be constructed, interpreted, and managed for a new instructional schemes. It was also shown that each system of reading instruction begets different outcomes of reading abilities. Meditative reading was the best one of the three consecutive developmental patterns of reading processes: conventional reanding, speed reading, and meditative reading. Speed reading showed better outcomes of reading comprehension scores than conventional one

大學生集團의 學業成就度豫言을 위한 豫備調査硏究 : 授業改善의 觀点을 中心으로

朴화燁 서원대학교 교육연구소 1982 敎育發展 Vol.2 No.1

The purpose of this study was to construct a conceptual framework for carrying out classificatory analysis on the explanatory-predictive schemes of the college students' academic achievements. The conceptual schemes were each classified into two-matched concept groups, in order to observe the internal relationship between them, to draw out a causal or compositional interpretation, and to improve instructional methods. After the statistical test (Chi-square), the results of the below-listed relationships were shown to be significant: -residential place and self-concept -residential place and parent's income -father's academic career and number of offspring -father's academic career and self-concept -growth place and self-concept -religion and self-concept -father's occupation and self-concept -father's occupation and his income -department and academic achievement -sex and risk-taking -religion and risk-taking -mother's academic career and risk-taking

독서력을 돕는 정신집중력의 메카니즘 실험연구

박화엽 西原大學校 1990 西原大學 論文集 Vol.25 No.-

This study was to analyze principal components of five reading behaviors and to develop a relation of mental concentration to reading comprehension. The movements of two eyes was manipulatd to help them perform converging behaviors for reading formats which were symbol structures. Subjects were thirteen volunteers : eleven teengers, one college student, oneone adult woman. Six consecutive weks takens. ninety minutes a day, four days a week to learn the program. The results showed that five variables were factorized into a principal component, conprehension-driven eye movements, while rotated factor pattern showed that five variables were factorized into three factors : the first one was to be named reading and eye behaviors which were speed-orinented one, the second one was to be named concentrating behavior, and the last more than oen eigen values, but the third one less than one eign value. From the limited data a few types of information were drawn that there is a possibility that converging movements of two eyes is to be mainpulated and they are related to development of comprehending behaviors in reading.

速讀授業模型開發

朴화燁 서원대학교 교육연구소 2001 敎育發展 Vol.20 No.1

This study was to construct an instructional model of developing reading speed and comprehension. It was assumed that mental concentration processes were intervening variables and that the mental concentration processes were to be learned and developed into the processes of reading speed and comprehension. It was hypothesized that if the longer subjects were taught mental concentration program, the more instructional items of reading procedural knowledge and information could they perceive and figure out, and that such learning processes were able to be analyzed and integrated into a new instruction model of learning speed reading and comprehension. To verify the above hypothesis manipulated were two experimental studies in which two experimental groups were sampled. One group were secondary school teachers and the other one college students. They were taught the procedural knowledge and information of stimulating the mental concentration processes of reading behaviors. It was verified that if the longer subjects were taught mental concentration program, the more instructional items of reading procedural knowledge and information could they perceive and figure out, and that such learning processes were able to be analyzed and integrated into a new instruction model of learning speed reading and comprehension. It was suggested that a newly designed model of reading instruction was to be a program of speed reading and comprehension education.

讀書行動開發을 위한 精神集中力變因의 探究

박화엽 서원대학교 교육연구소 1997 敎育發展 Vol.16 No.1

This study was to define basic principles of mental concentration, to construct relevant behavioral concepts, and to perform clinical procedures for developing reading behaviors. Ten basic principles were defined and nine relevant behavioral concepts were constructed. And it was verified that the longer subjects were trained, the higher their levels of reading comprehension were. Ten basic principles of mental concentration were conceptualized under the rules of complementary relations to integrate into a whole behavior such terms as the following rival variables : keeping-versus-releasing physiological mechanism, pausing-versus-moving visual focus and oral breath, stilling-versus-activating physical and visual function, light-versus-heavy mental imagery, strong-versus-weak ocular power, long-versus-short time duration, open-versus-closed supraconversion, slow-versus-fast visual movement, augmented-versus-reduced psychophysical tension, and sound-versus-faulty bodily posture. Nine relevant behaviors were constructed, programmed, and taught to repond to the preferences of: sound flood over instant one, sound posture over faulty one, regular movement over irregular one, physiological response-managed concentration over mental one-managed, foveal vision-oriented perception over parafoveal-oriented one, mental operation over physical one, hypnosis-guided processes over consciousness-guided one, concentrative meditation over conventional one, and regular breathing over irregular one. There were two groups of students sampled for two experiments: One was a group of college students, the other of primary and secondary school children. Subjects were asked to learn concentrative behaviors for developing reading, and to respond to three consecutive reading performance tests. It was shown that there were signifincant differences among three-test scores. It was concluded that the longer clients learned cocentrative behaviors, the more they showed their reading performances.

槪念學習과 授業方法探究

朴화燁 서원대학교 교육연구소 1998 敎育發展 Vol.17 No.1

The present study was to investingate the question of how students learn about and use well-defined concept. The task was designed to analyze bidimensional category information as well as idiosyncratic information. Using a learning-transfer paradigm. Experimental manipulation required subjects to perform both identification (item-level) and classification(category-level) response to the well -defined formats. Three kinds of color and figure combined together to construct nine information components and to make a rule: inclusive disunction. It was suggested that conceptual tasks should be decomposed into the four stages of learning tasks : 1. stimulus-response structure. 2. categorization figure. 3. itemization figure. 4. rule-mapping figure. 5. symbolic notation table for learning schema.

速讀敎授法探究

朴화燁 서원대학교 교육연구소 2000 敎育發展 Vol.19 No.1

This study was to analyze the instructional procedures for teaching the speed of reading comprehension. Nine conceptual schemes were constructed as follows: (1) The manipulating of focusing and movements of the reading eyes: (2) the listing of classificatory systems of reading behaviors: (3) the analyzing of bibliography of eye movement research : (4) the conceptualizing of the mental conceptualizing of the mental concentration for developing reading behaviors: (5) the constructing of instructional procedures for teaching reading behaviors: (6) the transforming of reading processes into three developmental traits from conventional reading through rapid reading to meditative reading: (7) the conceptualizing of instructional systems as therapeutic remediations for reading development: (8) the constructing of measuring reading behaviors and developments; and (9) the conceptualizing of the five componential behaviors for reading instuction. The impact of relating behavioral reading theories to Taoism made the above studies precisely elaborated and intuitively interpreted for teaching reading. For reading development managed were two experiments to integrate behaviorism into Taoism of Taoism into behaviorism. Were involved 83 students who were grouped into the two: One group of students were novice, the other veteran. Findings indicated that the longer the students were trained, the more deeply involoved in meditative state of reading were they; and that their responses made them understand that reading developmental that rapid reading learning would mean two kinds of information processes: (1) learning by unlearning, which would be called Taoistic behaviorism; (2) unlearning for learning, which would be named behavioristic Taoism. It implied that we did need to construct the new concept of what referred to the science of Korean reading: Koreadology.

授業集中力模型開發 : 精神集中力을 중심으로

박화엽,강경열 서원대학교 2001 교육논총 Vol.5 No.-

This study was to analyze the relations of classroom lesson-directed concentration to IQ and academic achievements. It was hypothesized that the higher the level of classroom lesson-directed concentration was, the higher the scores of IQ were, and that the higher the level of classroom lesson-directed concentration was, the higher the scores of school achievements were. To verify the above hypotheses surveyed were two groups of students: One group were 423 middle school students, the other one 57 senior high school students. For measuring the level of classroom lesson-directed concentration designed were 100 items of statements and five categories of lower level of domains: (1) mental concentration, (2) learning disposition, (3) learning posture, (4) learning attitude, finally (5) learning transfer. It was verified that the higher the level of classroom lesson-directed concentration was, the higher the scores of IQ were, and that the higher the level of classroom lesson-directed concentration was, the higher the scores of school achievements were, And it was concluded that classroom lesson-directed concentration was able to be operationally defined and educated for intervening processes in classroom learning. It was also suggested that the inter-and intra-domain of classroom lesson-directed concentration should be more clarified and added for measuring the mental concentration and that the causal relations of such concentration to learning variables and academic achievements should be studied for extending and theorizing the conceptions of mental concentration.

讀書行動測定과 評價方法探究

박화엽,金善惠 서원대학교 교육대학원 2002 교육논총 Vol.6 No.-

This study was to construct two kinds of statistical knowledge: (1) Conceptual and numerical forms of representing reading behaviors, (2) validity and reliability in measuring reading behaviors and in evaluating reading education. The scales of those types of knowledge and information would have us elaborate reading knowledge and eliminate from jeopardizing the developments of reading processes negative behaviors: (1) Fixed dependency on ill-defined behaviors, (2) syndrome behaviors from the addicted, (3) poor knowledge and attitude of reading, (4) ignorance of professional knowledge and technology in reading education, (5) maladjustment of reading readiness, and (6) devaluation of reading. How can we be free from those pitfalls? The two kinds of solutions were as follows: First, it was known that arithmetic means would help us understand central tendency of distribution, geometric means would let us perceive the interactive effect of the two variables, and harmonic means could keep us calculating two times of fixed amount of reading and figuring out a mean value from two numeric variables. Second, it was shown that percentile knowledge could have us know the rank of reading ability for guiding comparative evaluation, and portfolio sheets should make us understand total dimensions of reading education which would be composed of four kinds of teaching and learning information and knowledge that should include teacher's intention and instructional processes, pupil's responses learned, parent's need and social demand for school education.

讀書行動을 決定해주는 五要素分析

박화엽 서원대학교 교육연구소 1999 敎育發展 Vol.18 No.1

This study was to identify five components of reading behavior and to analyze their contextual meanings. Five types of functional processes and empirical Properties in reading were categorized into as follows: nutrition-in-food, posture-in-body, vision-in-eyes, comprehension-in-brain, and information-in-book. Five components were transformable into seven pieces of category-level information of combinational conceptions : mind-eye, mind-body, mind-book mind-food , eye-body, eye-book, and eye-food. Each type of category information was transformed into ten items of meaningful statements. Thirty-two colleage students were sampled. It took them thirteen weeks to learn mental concetration program. It was shown that in pretest wag nutrition-in-food category analyzed and listed on the top of statistical output, but that in posttest mind-in-book. It was concluded that reading research should be based on both dispositional behavior and empirical properties in reading.