통합적인 동시짓기 활동이 유아의 동시짓기와 감상 및 교사의 동시인식에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the effect of the integrated activities for composing poetry in kindergarten.
There are 3 subordinate variables: ⅰ) children's ability to compose poetry, ⅱ) children's ability to appreciate poetry, ⅲ) the teacher's concept of poetry.
The subjects were 40 five-year-old children. The experimental group and comparative group were composed of 20 children each. Two teachers were chosen to compare each group
For 14 weeks, the experiments were performed twice a week. The experimental group did accomplish the integrated activities for composing poetry. On the contrary, the comparative group experienced the traditional teacher-centered appreciation of poetry activities.
The integrated activities for composing poetry were designed to investigate a developmentally appropriate instructional model for composing poetry in kindergarten. It is based on the idea of refreshing sensory organs and developing poetic concepts.
To measure the ability of poetry appreciation, a new scale was developed from the scale for observation in kindergarten by the Ministry of Education(1995). The changes in children's poetry composition and the process of teacher's re-conceptualizing of poetry were analized.
The major findings of this study are as follows:
1. The children who participated in the integrated activities for composing poetry showed meaningful increases in the ability to appreciate poetry as opposed to the children of comparative group.
2. The teacher of experimental group who experienced the integrated activities for composing poetry showed a remarkable change in the concept of poetry as opposed to the teacher of comparative group.
3. The children who participated in the integrated activities for composing poetry showed an increase in the frequency of poetic expression when composing poetry.
4. The children who had spent a lot of time using worksheets in their earlier literacy experience had trouble in composing good poetry.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 6
• A. 동시·동시짓기 = 6
• B. 통합적인 동시짓기 활동 = 7
• 1. 통합 = 7
• 2. 동시짓기활동 = 8
• 3. 동시짓기와 교사의 역할 = 15
• C. 동시 감상능력 = 17
• D. 동시·동시짓기에 관한 선행연구 = 18
• Ⅲ. 연구문제 및 가설 = 20
• Ⅳ. 연구 방법 = 21
• A. 연구대상 = 21
• B. 측정 도구 = 21
• 1. 동시감상력 측정 척도 = 21
• 2 . 교사의 동시 및 동시짓기에 대한 태도 및 인식에 관한 면담 조사 = 28
• C. 연구절차 = 28
• 1. 예비검사 = 29
• 2. 사전 검사 = 29
• 3. 교사훈련 = 30
• 4. 본 수업 활동 = 32
• 5. 사후검사 = 41
• D. 자료처리 및 통계적 방법 = 41
• Ⅴ. 결과 및 해석 = 43
• A. 통합적인 동시짓기 활동 유무에 따른 유아의 동시감상능력의 차이 = 43
• B. 통합적인 동시짓기 활동을 통해 나타난 교사의 동시 및 동시짓기에 대한 인식 및 태도의 변화 = 44
• 1. 실험집단 교사 = 44
• 2. 비교집단 교사 = 50
• 3. 실험집단 교사와 비교집단 교사의 사전·사후 면담 조사 결과 = 51
• C. 동시짓기 활동에 따른 동시내용의 변화 = 58
• 1. 동시내용의 변화 단계 = 58
• 2. 유아들의 동시짓기 내용 변화 사례 = 60
• Ⅵ. 논의 및 결론 = 73
• A. 요약 = 73
• B. 논의 및 결론 = 73
• C. 제언 = 81
• 참 고 문 헌 = 82
• ABSTRACT = 87