동기유발을 통한 효율적인 독서지도 방안 연구 : 중학생의 통합교과 독서지도를 중심으로

다국어 초록 (Multilingual Abstract)

This study is composed in order to feel keenly the necessity of making an atmosphere for the motivation to a reading and to plant a positive view to reading. The continuous and effective reading activities are difficult for middle school students because they have a burden of entering to an advanced school and have to give more weight on the learning subjects. Namely, they are in poor surroundings for the reading activity. Like this, because middle school students are likely to keep away from books, we have to make the positive view to a reading for them with focusing on the guidance method for reading in the integrated curriculum which can helps to learn subjects.
This writer intended to observe the change of reading ability for 1 year. The object of this research are two group with 6 members, who are the second year students of middle school. Every month, two text are selected. So they read carefully 24 books for 1 year. So as to operate this study, I set up the basic policy as follows.
First of all, I set about giving an interest and motive for a reading by focusing on the reading activity connected with subjects of middle school students.
Secondly, I induce the in-depth thought process by understanding and being contact with the fragmentary and superficial contents of subjects more widely through the reading activity.
Thirdly, the learning connected with subjects through the development of reading program can lead the practical and well-balanced reading activity.
In the second chapter, there is a discussion about the activities connected with subjects for the motivation. The interest on books work as a main cause that can read books with fun. And this is continued to the fruit and satisfactory experience for the reading. Also, the various material of reading connected with subjects can help a learning and promote the understanding of the learner. And moreover, it can give the versatile viewpoint in problem-solving. This process and activity strengthens a positive attitude for reading. In other words, various reading activities are also useful for the learning of the content-subject.
In the third chapter, I divided the integrated subject into a literature and non-literature, and apply it to reading activities with various ways. The integrated subject is an activity connected with subjects can make full use of subject like language, social studies, history, art etc. through the curriculum of school. I selected the various book connected with subjects and revealed the connection with the subject according to the theme and contents. And then, I use the various guidance model of the reading in order to realize more efficient class.
As a guidance method for reading, two activities are designed. The activity before reading can make the motivation and the activity after reading can promote the understanding. In the former, the activity to understand the condition of the day and social situations is precede so as to help the understanding of text and draw the interest. In the latter, various materials are presented to make understanding of text and advanced learning. As well, through this after-reading activity, I incitement that students can reconstruct the meaning in multilateral dimension overcoming the boundary of subjects. Reading materials connected with subjects prevent the difficulty of learner from the lack of background knowledge and help them understand the text book by enlarging the general knowledge.
The contents of the fourth chapter is a result of the activity. That is, the result is formed by motivation through the guidance of integrated subject for reading and those steady reading activity. They are as follows.
First of all, the reading activity connected with subjects gives a positive view for reading to learner. Through reading, the understanding of text book is promoted, and the interest for subjects is also increased. This experience of reading can give a positive view about reading.
Secondly, the reading activity connected with subjects can make a critical view to the text and social state. The learner meet a various case different from the subjects when they read the text. And then, they can form a receptive and critical attitude from various viewpoint.
Thirdly, the reading activity connected with subjects can form an active attitude to a life. In the course of reading and understanding of text, the learner thinks it relating to his life. It gives a chance of sincere self-examination to learner and make a change in behavior. This activity offers the learner a chance of active participation to society.
The guidance method for reading in the integrated subject of middle school students could make a motivation to reading through the extension of learning ability relating to the subjects. This will be a footing to incitement the change of recognition for reading, the broader understanding for learning of subjects, and the steady reading activity. Also, it makes a significant contribution to emphasis on necessity of guidance for the steady and systematic reading activity.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구 목적 = 1
• 2. 선행 연구 검토 = 3
• 3. 연구 대상과 방법 = 5
• 3.1. 연구 대상 = 5
• 3.2. 연구 방법 = 5
• Ⅱ. 이론적 배경 = 8
• 1. 독서지도와 동기유발 = 8
• 1.1. 독서지도의 기본방향 = 8
• 1.2. 독서활동에 따른 동기유발 = 10
• 1.3. 독서클럽활동을 통한 긍정적 태도 강화 = 11
• 2. 통합교과 독서지도 = 13
• 2.1. 교과연계 독서지도 = 13
• 2.2. 문학 텍스트 독서지도 = 15
• 2.3. 비문학 텍스트 독서지도 = 16
• Ⅲ. 통합교과 독서지도 사례 연구의 실제 = 18
• 1. 문학 텍스트 독서지도 = 18
• 1.1. 고전읽기를 통한 독서지도 = 18
• 1.2. 외국문학 읽기를 통한 독서지도 = 25
• 2. 비문학 텍스트 독서지도 = 34
• 2.1. 과학도서 읽기를 통한 독서지도 = 35
• 2.2. 미술을 통한 역사읽기 독서지도 = 44
• 2.3. 인물 읽기를 통한 독서지도 = 54
• Ⅳ. 연구 결과에 대한 분석과 논의 = 62
• 1. 조사 결과 분석 = 62
• 2. 독서능력의 변화 = 63
• 3. 독서태도와 독서인식의 변화 = 64
• Ⅵ. 결론 = 66
• 참고문헌 = 68
• Abstract = 71
• 부록 = 74