교과 연계 독서가 독서 태도와 교과 태도에 미치는 영향에 관한 연구 : 중학생 과학 교과를 중심으로 = The study on the influence of the subject-related reading on students' attitude toward reading and a subject

다국어 초록 (Multilingual Abstract)

Today Internet and mass media like TV provide plenty of information. In this flood of information, students react rapidly to get information and are good to deal with it.
But they are poor in the depth of contents and logical ability of expression. They can just say their fragmentary knowledge.
In the 21 century, they need the way of creative and critical thought and imagination than fragmentary knowledge. In the society on the basis of knowledge, reading is one of the most effective methods of education. Reading enables students to develop self-initiative learning ability and to understand the concept of a subject easily.
The purpose of this study is to investigate the influence of science subject-related reading on students' attitude toward reading and the subject. For this, the actual conditions of reading and the attitude tests toward reading and science were investigated. And then it was analyzed the differences between the experiments-before experiment and after experiment- through statistical methods.
The object of the study was 130 first graders of 4 classes from A middle school in Iksan. In science discretional activity class, "Science flows" was adopted and it is a comic book in 5 volumes.
There are two experimental groups and two control groups. The experimental groups that were given science books had reading activity classes, while the control groups had traditional classes. There were 8 classes for 8 weeks for science-reading teaching.
According to the result of the study, the experimental groups that were offered science-reading teaching revealed a meaningful different attitude toward reading and science. In the reading of attitude toward the realm of value, motivation, interest and habit, the experimental groups had changed positively compared with the control groups.
In the realm of attitude toward science, they had positive changes about science exploration, amusement of science classes, the interest about science and science as a job. But the social connotation was decreased.
In the survey about science reading, there were positive changes about the interest of science reading, and the recognition of its need.
If a teacher offers reading of science books related to the text, it has a good effect on students and draws their interest. When reading ability of students improves by reading related to a subject, it can be transferred to learning, effect on the development of the subject learning ability and be helpful to preferable learning. So we need the the study and research of Teaching-Learning model for the influences on the subject achievement by reading related to a subject and science reading teaching.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 선행 연구 = 2
• 3. 연구 문제 = 6
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 독서와 학교 교육 = 7
• 1). 독서의 개념 = 7
• 2). 학교 교육과 독서 = 7
• 2. 독서 교육 = 8
• 1). 독서 교육의 지도 목표 = 9
• 2). 독서 교육 방법의 원리 = 9
• 3). 독서 교육의 유형 = 10
• 4). 독해 전략 = 10
• 3. 자기 주도적 학습과 독서의 관계 = 14
• 1). 자기 주도적 학습의 개념 = 14
• 2). 자기 주도적 학습의 등장 배경 = 15
• 3). 자기 주도적 학습의 단계와 교사의 역할 = 16
• 4). 자기 주도적 학습과 독서 = 17
• 4. 교과 연계 독서 = 17
• 5. 독서 태도 = 20
• 1). 독서 태도 = 20
• 2). 독서 태도 모형 = 22
• 6. 과학 태도 = 25
• Ⅲ. 조사 방법 = 26
• 1. 읽기 자료 선정 = 26
• 2. 실험 대상 = 28
• 3. 연구의 설계 = 29
• 4. 검사 도구 = 29
• 1). 사전 실태 조사 = 29
• 2). 독서 태도 검사 = 29
• 3). 과학 태도 검사 = 30
• 5. 연구 절차 = 30
• 6. 자료 분석 = 31
• 1).양적 자료 분석 = 31
• Ⅳ. 연구 결과 및 논의 = 32
• 1. 실태 조사 = 32
• 1). 독서 현황 = 32
• 2). 학교 도서관 이용 = 36
• 2. 독서 태도 = 39
• 3. 과학 태도 = 48
• Ⅴ. 결론 및 제언 = 72
• 참고문헌 = 74
• 부록 = 76
• 1. 실태 조사 = 76
• 1). 독서 현황 = 76
• 2). 학교 도서관 이용 = 77
• 2. 독서태도 검사지 = 79
• 3. 과학 태도 검사지 = 80