http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
황구연,최민수,정연숙 진주교육대학교 1990 論文集 Vol.34 No.1
The learning activities of young children have been frequently accomplished through the prose materials varied in the form and the structure. The probe passages mean the language activities that explain, describe, and tell about the objects and events in several sentences. It is needed the concrete materials and the method of instruction in order that young children understand the abstract and complex informations and concepts in prose. The materials of instruction for young children's prose learning involve the pictures, the actions, and the written language that are similar or identical with the prose contents. Thus it is possible to study the relations between Bruner's three repersentational modes (enactive, iconic, symbolic) and the young children's prose learning. The main purpose of this study was to present the appropriate instruction media and method in young children's prose learning by investigating the effects of the repersentational modes, the area, and the kinds of word on young children's memory of key words in prose learning. And the other purpose was to give the basic information in selecting the words for instruction throuh the comparison of nouns and adjectives. The hypotheses of this study are as follows: Hypothesis 1. The young children win recall key words differently in ages. Hypothesis 2. The young children win recall key words better in the conditions of enactive representation and iconic representation than in the condition of symbolic representation, Hypothesis 3. The five, six, seven-year-olds will recall more nouns than adjectives. Hypothesis 4. There win be the interaction effect of the ages and the representational modes. Hypothesis 5. There win be the interaction effect of the representational modes and the kinds of word. For subjects in this study, a total of 90 children who know the written language and go to the kindergarten and the elementary school in Guang-Ju, Ma-San were randomly assigned to the three experimental conditone (actions, pictures, witten languages). The experimental instruments were the actions, the 10 pictures, and the 10 cards with the written languages, and the tapes with the prose passages by the experts. Stein's(1978) "Albert Gets Caught" was used for this study as in Jung Yeon-Suk'a paper(1986). The datas were colleted by the response test consisted of ten items that were divided to 0. 1. and 2 degrees by the responses. The collected dates were analized by the repeated 3×3×2 (Ages × Rrpesentational Modes × Kinds of Word) ANOVA. The following findings were obtained: First, the hypothesis 1 was accepted [F(2, 81) = 1.09, p<,01]. The seven-year-olds (the second grades) rememberd key words better then the five-year-olds and the six-year-olds. But the differonce between the memory of the five- year-olds and that of the six-year-olds was not. Second, the hypothesis 2 was accepted [F(2, 51) = 5.56, P<.01]. Namely the significant differences among the conditions of the notions, the pictures, and the written languages were. The means of the three conditions were 6.78, 6.98, 5.92. And be the mean of the iconic repersentation mods was highest. Third, the hypothesis 3 was sccepted [F(1,81) = 39.68. P<.01]. This indicates the main effect of the kinds of word. And this mians that the kinds of word affect the prose learning of the five, six, and seven-year-olds. Forth, the hypothesis 4 was rejected. the degrees in the three representational modes were consistent in disregard of ages. Fifth, the hypothesis 5 was accepted [F(2, 81) = 3.01, P<.10]. The young children remembered relatively well key words of adjectives in the iconic representation mode.