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독서경험과 교사의 질문유형이 유아의 언어창의성 증진에 미치는 효과
이경화(Lee Kyunghwa),박숙희(Park Sookhee),이명애(Lee Myoungae) 한국창의력교육학회 2002 창의력교육연구 Vol.5 No.1
This research was for finding, in reading education during a picture book activity, how the teachers question types with interaction of the children s experience of reading affected the creativity of language. For this purpose, laying stress on imagination, fluency and originality, which were components of creativity, we established the following research problems. 1. Is there any difference of improving the creativity of language in depending on the teachers question types (divergent and convergent) in reading education? 2. Is there any difference of improving the creativity of language in depending on the children s reading experience (high and low) after reading education? 3. Is there any distinctive effect on improving creativity of language among the four groups composed in depending on the reading experience (high and low) and question types (divergent and convergent)? The subjects of this research were 40 six-year-old children at S kindergarten located at Shingil-dong, Youngdeungpo-gu, in Seoul. Out of all the 65 children of the 2 classes, 40children were selected according as the result of questionnaires for finding the children s reading experiences. And children were divided into four experimental groups (20 children in reading experience group and 20 children in low reading experience group). The research tool which was used in this study was [the integrated creativity test for children] by Kyunghwa Lee et al. to test the children’s creativity. The integrated creativity test as a standardized test was organized to test the children s creative ability and inclination in integration. The sub-groups of creative ability test were language and figure and the sub-factors were imagination, fluency and originality. In this study, only the test of creative ability was used and the test of language creativity was utilized. The experiments were executed ten times (2 or three times a week) for four weeks. The data were analyzed by t-test, ANOVA and ANCOVA. The results of this research were as follows; First, in reading education with a picture book, the children who educated by using convergent questions were improved in the creativity of language more than the children who educated by using divergent questions. Second, the differences between the children who had high reading experience and the children who had low reading experience were significant statistically with P<0.5 in imagination, fluency and originality through reading education for improvement of creativity. Therefore, the children who had high reading experience were improved in the creativity of language through reading education by divergent questions more than the children who had low reading experience. Third, the teachers question types had distinctive influences on the four groups differently in depending on children’s reading experience. In imagination, the differences among groups were significant with P<0.5 statically. In the concrete, the high reading experience group with divergent and convergent questions had some significant differences with the low reading experience group. The results of the study show that the language using method and proper question types of parents and teachers in consideration of the babyhood s distinction were significant factors to improve the children s creativity. Therefore, these results would be very useful for children to form a proper reading habit and sense of value through making good reading environment in childhood. 본 연구의 목적은 동화활동에서 유아의 읽기지도시 교사의 질문유형이 유아의 독서경험과 상호작용에서 언어창의성에 어떠한 영향을 미치는지를 알아보려는 것이다. 연구 대상은 서울시 영등포구 신길동에 소재한 S유치원의 6세반 유아 40명이다. 2개 학급의 전체유아 65명 유아중 독서경험을 알아보기 위한 설문조사 결과에 따라 40명을 선정하여 독서경험 상위집단에 20명, 독서경험 하위집단에 20명을 할당하여 4개의 실험집단을 구성하였다. 본 연구의 결과, 첫째 동화를 활용하여 읽기지도 수렴적 질문을 사용해 읽기지도를 받은 유아는 확산적질문에 의해 읽기지도를 받은 유아에 비해 언어창의성을 더 의의 있게 향상시킬 수 있었다. 둘째, 독서경험이 많은 유아들은 독서경험이 적은 유아들에 비해 창의력 증진을 위한 읽기수업을 통하여 상상력, 유창성, 독창성에 있어서 집단간에 p<.05 수준에서 통계적으로 유의미한 차이가 나타났다. 셋째, 교사의 절문유행은 유아의 독서경험에 따라 네 집단간에 있어서 차별적으로 영향을 미치는 것으로 나타났다. 상상력에 있어서 집단간에 p<.05 수준에서 통계적으로 유의미한 차이가 있었다. 즉, 확산적 질문을 받은 독서경험 상집단과 수렴적 질문을 받은 독서경험 상집단에 비해 독서경험 하집단에 있어서 유의미한 차이가 있었다.
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