유아의 내러티브 발달을 위한 교사교육이 유아의 개인적 내러티브에 미치는 효과 = The Effects of Teacher Education on Young Children's Development of Personal Narratives

다국어 초록 (Multilingual Abstract)

This study is an experimental study to examine the effects of teacher education on young children's development of narratives, in terms of personal narrative structure, use of cohesive devices, number of clauses, and mental state terms. In this study, 214 four and five year olds and 8 teachers of their classes participated. Teachers of experimental group have received training and information on the kinds of activities to develop young children's personal narratives and have been introduced for the interaction strategies. And teachers practiced in their classes as they have received training. Teacher education on the teaching strategies to help young children's development of personal narratives has the significantly positive effects on four and five year olds' personal narrative structures, use of cohesive devices, and on the use of the number of clauses. However, there was no significant effect on the use of mental state terms.

국문 초록 (Abstract)

본 연구는 유아의 개인적 내러티브를 발달시키기 위한 교사 교육을 실시하고 이것이 유아의 개인적 내러티브 구조, 논리적 응집장치, 문장 수, 정신상태 용어 사용 발달에 효과적인지를 살펴본 실험연구이다. 본 연구에는 4, 5세 유아 214명과 이들의 교사 8명이 참여하였다. 10주 동안 실험집단 교사들에게 교사교육을 실시하면서 유아의 개인적 내러티브를 발달시키는 다양한 활동들과 환경구성 및 유아의 이야기를 확장시켜주는 구체적인 상호작용 방법을 제공하고, 교사들이 이러한 교수를 실천하도록 하였다. 이와 같은 교사교육은 4, 5세 유아들의 내러티브 구조수준과 논리적 응집장치 사용 및 문장의 수를 증가시키는데 효과가 있었던 반면, 정신상태 용어 사용을 증가시키는데 효과가 없는 것으로 나타났다.

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