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- 저자 : 이흠 ( Li Xin ) (검색결과 6 건)
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시선추적장치(Eye-tracker)를 활용한 한·중 텍스트 읽기 양상 분석 연구 : 중국인 고급 한국어 학습자를 중심으로
이흠 ( Li Xin ),서혁 ( Suh Hyuk ) 한국독서학회 2020 독서연구 Vol.0 No.55
The purpose of this study is to develop a cognitive assessment elements of multimodal text reading. For this, framework of the existing digital literacy and media literacy test was analyzed. In addition, the study analyzed domestic and international curriculums in depth to examine learning elements related to reading of multimodal text. By reviewing previous studies, we have prepared a cognitive assessment element for reading of multimodal text. The assessment elements corresponding to 'literal comprehension' were presented as 'navigate' and 'identify of contents', and the assessment elements corresponding to 'inferential comprehension' were presented as 'integration and relationship making' and 'sophistication and interpretation'. Lastly, as elements of 'critical comprehension', 'evaluation' and 'redesign' are presented as sub-elements. In addition, the content of each assessment element was prepared in the ‘mode-text-context’ to attempt to systematize the cognitive assessment element of multi-form text reading.
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교과서 속 복합양식 텍스트 읽기 구현 양상 분석 : <언어와 매체> 교과서의 단원 구성 및 학습활동 분석을 중심으로
서혁 ( Suh Hyuk ),이흠 ( Li Xin ),편지윤 ( Pyun Ji-yun ),변은지 ( Byeon Eun-ji ) 한국독서학회 2021 독서연구 Vol.0 No.58
The purpose of this study is to derive implications for multimodal text reading education or media language education by analyzing the organizing system of the unit and learning activity of the five types of < Language and Media > textbooks. To this end, the organizing system of the unit in the textbook was examined, and the aspect in which the achievement standards were reflected in each unit was confirmed. Next, the level of multimodal text reading required by the learning activities was confirmed. Specifically, it was analyzed to what level of reading is required for the learning activity among ‘literal, inferential, critical reading’, and to which level the dimension of meaning construction deals with ‘mode, text, context’. As a result of the analysis, it was confirmed that learning activities were evenly arranged in three levels of reading. However, the meaning construction was not extended to the dimension of ‘context’. Overall, it was confirmed that the current textbook learning activities require various levels of understanding for ‘mode’, but mainly requires reading at the level of literal reading for ‘text’, and it cannot deal with the ‘context’ level.
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문자 텍스트 읽기와 복합양식 텍스트 읽기 능력의 관계에 대한 연구
서혁 ( Suh Hyuk ),편지윤 ( Pyun Jiyun ),변은지 ( Byeon Eunji ),이흠 ( Li Xin ) 국어교육학회 2021 국어교육학연구 Vol.56 No.1
This study examines the relationship between letter-based text read ing ability and multimodal text reading ability, and presents implications for multimodal text reading education. To this end, evaluation elements for assessing the two reading abili ties were constructed, and a test sheet was created; thereafter, the rela tionship between the two reading abilities was confirmed. The results showed that not only did the two reading abilities have a similar tenden cy, but there was a somewhat high degree of correlation between them. However, the correlation analysis of the evaluation elements showed that the two reading abilities were slightly different. These results imply multimodal text reading education should be provided and its content should be concrete.
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