멀티미디어를 활용한 통합적 교수·학습이 유아의 언어능력과 학습흥미도에 미치는 영향 = (The) Effects of on Integrated Teaching & Learning Activities using Multimedia on Children's Language Ability & Learning Interest

다국어 초록 (Multilingual Abstract)

As for this study, it was attempted the integrated teaching & learning activities who used multimedia so that they found out a mad educational effect, and education provided a basic data about teaching & learning activities media utilization way to a language ability and an learning interest duty of an infant in the infant education spot.
A study problem of this study to achieve a purpose of study is as follows.
1. How is the influence that education is mad in a language ability of an infant the integrated teaching & learning activities who used multimedia?
1) Is there a difference in a vocabulary of an infant the integrated teaching & learning activities who used an education group and a picture data the integrated teaching & learning activities who used multimedia between education groups?
2) Is there a difference in linguistic understanding of an infant the integrated teaching & learning activities who used an education group and a picture data the integrated teaching & learning activities who used multimedia between education groups?
3 ) Is there a difference in linguistic expression of an infant the integrated teaching & learning activities who used an education group and a picture data the integrated teaching & learning activities who used multimedia between education groups?
2. Is there a difference in an learning interest duty of an infant the integrated teaching & learning activities who used an education group and a picture data the integrated teaching & learning activities who used multimedia between education groups?
The object of this study secures multimedia facilities among infant educational institutions having to Incheon Metropolitan City Ganghwa, and a multimedia teaching & learning activities selected the G kindergarten kindergartener 34 people who practiced education to an experiment group than one year, and a G kindergarten and conditions selected with controlled group with kindergartener 34 people of a similar K kindergarten.
They used the language ability inspection that Jang Yeong Ae (1981) made on the basis of preceding inspection to selected infant 68 people as the study object before doing experiment disposition, and five phases of this study is correct a manuscript with 5-point rating scales by an inspection the learning interest that Gwak Gyeong Ju (1999) supplements and used.
They recorded a response of the infant whom teacher asked, and appeared in paper with you by 1:1, and, as for the language ability inspection time, one infant did score anger per the first impression infant for approximately 15 minutes.
A teacher observed a response of infants, and a prosecutor recorded an learning interest in paper, and it was played score serious trouble.
This study used an inspection tool, and the post-test executed a language skill inspection tool and an education interest to an experiment group and a comparative group star after an experiment period was over.
This study can summarize the study results to have become clear in this study as follows.
First, as for the language ability development of an infant, an education group was more effective in a vocabulary, linguistic understanding, linguistic expression the integrated teaching & learning activities who used multimedia than a picture data utilization group.
Second, an education group was more effective in an learning interest duty the integrated teaching & learning activities who used multimedia than a picture data utilization group.
Education activity is positive in a language ability development and an learning interest duty of an infant the integrated teaching & learning activities who used multimedia the results of this study.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 5
• 3. 연구의 문제 = 5
• 4. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 9
• 1. 유아교육과 멀티미디어 = 9
• 가. 유아교육에서 컴퓨터 활용에 대한 이론적 근거 = 9
• 나. 멀티미디어의 교육적 효과 = 10
• 다. 유아교육에서의 멀티미디어 활용 = 12
• 2. 멀티미디어 활용에 따른 언어발달과 학습흥미도 = 15
• 가. 멀티미디어와 언어 발달 = 15
• 나. 멀티미디어와 학습흥미도 = 16
• 3. 멀티미어와 통합적 교수 · 학습 = 18
• 가. 교수 · 학습의 원리 = 18
• 나. 통합적 교수 · 학습의 원리 = 18
• 다. 멀티미디어를 활용한 통합적 접근 = 20
• 4. 멀티미디어를 활용한 통합적 교수 · 학습의 유용성 = 21
• 가. 멀티미디어를 활용한 통합적 교수 · 학습과 언어능력 = 21
• 나. 멀터미디어를 활용한 통합적 교수 · 학습과 학습흥미도 = 23
• Ⅲ. 연구의 방법 = 25
• 1. 연구의 대상 = 25
• 2. 연구의 도구 = 26
• 3. 연구의 설계 = 28
• 4. 연구의 절차 = 28
• 5. 자료의 처리 = 39
• Ⅳ. 연구 결과 및 해석 = 40
• 1. 멀티미디어를 활용한 통합적 교수 · 학습이 어휘력에 미치는 영향 = 40
• 2. 멀티미디어를 활용한 통합적 교수 · 학습이 언어이해력에 미치는 영향 = 41
• 3. 멀티미디어를 활용한 통함적 교수 · 학습이 언어표현력에 미치는 영향 = 41
• 4. 밀티미디어를 활용한 통합적 교수 · 학습이 학습흥미도에 미치는 영향 = 42
• Ⅴ. 논의 = 44
• Ⅵ. 요약 및 결론 = 47
• 1. 요약 = 47
• 2. 결론 및 제언 = 50
• 참고문헌 = 52
• ABSTRACT = 58
• 부록 = 61
• 멀티미디어를 활용한 통합적 교수 · 학습 수업(안) 및 수업 활동예시 = 61
• 언어능력 검사도구 = 74
• 언어능력 검사요령 = 91
• 언어능력 검사지 = 99
• 학습흥미도 검사 = 101