자기주도적 독서활동이 초등학생의 자기주도성, 학습습관 및 학업성취에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate self-directed reading activity on self-directed learning abilities, study habit and academic achievement of elementary school.
This study was to find how are the differences in self-directed learning abilities, study habit and academic achievement between the experimental group using self-directed reading activity and the controlled group not using self-directed reading activity.
For the purpose of this study, the question are as follows:
1. Can self-directed reading activity improve self-directed learning abilities?
2. Is there a difference effect of self-directed reading activity in self-directed learning abilities for sex?
3. Can self-directed reading activity improve study habit?
4. Can self-directed reading activity improve academic achievement?
To study this problem, This study chose 70 students in two classes of elementary classes in the second grade in Jeonju city. The experimental group was treated with self-directed reading activity and the controlled group not treated. Experiment took 5 weeks. SPSS was used to see the effect on elementary school student's self-directed learning abilities, study habit and academic achievement at self-directed reading activity. T-test was used as a statistical analytic method of the experimental data.
The major finding of the study can be summarized as follows:
1. There is significant difference in self-directed learning abilities, compared to the group used self-directed reading activity with the controlled group not used self-directed reading activity(t=2.124, p<.05).
2. There is no significant difference in self-directed learning abilities, compared to the boy's group with the girl's group.
3. There is no significant difference in study habit, compared to the group used self-directed reading activity with the controlled group not used self-directed reading activity(t=1.095, p>.05).
4. There is significant difference in academic ability, compared to the group used self-directed reading activity with the controlled group not used self-directed reading activity(t=2.157, p<.05).
As a result, This study might say that self-directed reading activity is not effective for the improvement of study habit. and This study might say that it is a effective strategy for the improvement of self-directed learning ability and academic achievement.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 3
• C. 용어의 정리 = 4
• Ⅱ. 이론적 배경 = 6
• A. 독서교육의 의의 = 6
• B. 자기주도성 = 9
• C. 독서교육과 자기주도성 = 15
• D. 독서와 자기주도성 관련 선행연구 = 18
• E. 학습습관 = 19
• Ⅲ. 연구방법 = 22
• A. 연구대상 = 22
• B. 실험설계 = 22
• C. 연구도구 = 23
• D. 자기주도적 독서활동 = 25
• (1) 자기주도적 독서활동 구안 목표 = 25
• (2) 자기주도적 독서활동 구안 내용 = 25
• (3) 자기주도적 독서활동 전개 = 26
• E. 연구 절차 = 34
• F. 자료처리 = 34
• Ⅳ. 연구결과 = 35
• A. 연구대상 집단 동질성 검증 = 35
• B. 자기주도성의 차이 검증 = 36
• C. 학습습관의 차이 검증 = 40
• D. 학업성취도의 차이 검증 = 42
• Ⅴ. 요약 및 결론 = 44
• A. 요약 = 44
• B. 논의 및 결론 = 45
• 참고문헌 = 49
• 부 록 = 53