영어문장구성 원리를 통한 교수학습모형과 반응도 연구

다국어 초록 (Multilingual Abstract)

This thesis has an ultimate purpose for designing a teaching-learning model for English reading skills for high school students, mainly for the 1-st grades to improve their reading skills. As an English teacher in a high school, I've been in anguish over how to teach the effective reading skills to students.
I used a few reading processing models in order for the students to improve their skills in everyday English reading. My study, taking a variety of reading comprehensive elements into consideration, was based on how effective for students' reading skill the model which I designed was. I searched far and wide for the reading theories and found that students trying to improve their reading skills basically needed to analyze the sentence structure and then to practice the reading for comprehension in their own reading class.
I intended to have the students develop the acknowledgement of the sentence structure and comprehensive reading, which I think are the main factors of the 1-st graders' reading class. That's why I prepared and introduced many kinds of handouts such as shown in the appendix. So I want to design a reading model and introduce it to most effective English reading class. While applying the model to the class, I analyzed the effects by telling the differences from the ex-ante and ex-post results of the ten SAT-typed sample questions to be solved.
It was thought that students could be somewhat satisfactory with the use of activities, such as analyzing the basic sentence structure, distinguishing the roles between content and function words, translating the text in an English order, and with the use of 5W1H for confirming the main topic or the main idea. By doing that, I'm sure that students could get a chance of grasping the whole context of the passages more fully.
In short, with the proper preparing for the reading model strategy in English class, a teacher will be able to allow students to have a variety of reading skills and to achieve their goals of reading, and at the same time to enable teacher himself to present more satisfactory lectures to his students. And I finally propose that a teacher be a guide, a model, and a designer for the students by putting forward the substantial reading model for reading classes in school.

목차 (Table of Contents)

• Ⅰ. 서론 1
• Ⅱ. 이론적 배경 12
• Ⅲ. 모형 고안 23
• Ⅳ. 수업 적용 27
• Ⅴ. 결과 분석 47
• Ⅵ. 결론 및 제언 52
• 참고 문헌(Bibliography) 57
• 영문 초록(Abstract) 60
• 부록(Appendix) 62