유아대상 한글학습지의 학습내용 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the educational significance of Hangeul(Korean language)worksheet for children. The focus of this study was analyzing the instructions and contents of Korean worksheet for children.
In this study, the worksheet was divided into two types: the home visit, and the item. If a teacher visited home and teach children, it would be included in the home visit type. and if parents bought the worksheet, it would be an item type.
The method of this study was questionaire survey. Firstly, the target of this survey was 452 of parents who had 4-5 years old children. With the result of this survey, 4 of the home visiting types and 2 of the item type was chosen and analyzed. With the result of analysis for a basis, it was concluded as following:
1. How do the 4-5 year children used Hangeul worksheets and what was their parents' intention of using the worksheet?
83% of the targeted children were used to study with the Korean worksheets. The worksheets were 19 kinds, and the term of the worksheet was daily, weekly, and monthly and so on. In these three kinds of term, the parents preferred to subscribe in the weekly home visiting type. They were using the worksheets to educate the children to learn Korean, and of these parents, 77% of parents responded with the positive effects.
2. How do they organize the contents and what kind of instructions do they use?
The brief contents was divided into three types: listening, reading and writing. In organizing the worksheets, they used the tape recorder etc., for auxiliary measures, especially in the listening part. They were used in an oral narration of fairy tales and nursery rhymes. The auxiliary measures were utilized often in the early step. In intermediate step, the syllable table was applied for listening, reading, and writing. And in the advanced class, they employed more complex and synthetic items in whole of listening, reading and writing.
Of this instructions, the model presentation type was revealed with the hightest frequancy. And the next was the method of presenting consonants and vowels. But it was just appeared in some of these worksheets. The methods and sequences of instructing reading and writing were as following:
Reading a word ⇒ Reading short sentences ⇒ Reading long sentences ⇒ Tracing ⇒ Copying ⇒ Tracing and Copying ⇒ Copying dictation writing without a model
3. How do the parents understand and apply the Korean worksheet?
They were more using the questions of suggestion, explanation and opening type than indicating, ordering and closing type, when closely surveying 7 parents with guiding milieu of them. The parents recognized themselves as an instructor and guidance. They overcame the shortcoming of the paper worksheets with various qualitative interactions.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 연구 문제 = 4
• Ⅱ. 문헌조사 = 6
• 1. 유아의 문해 발달 = 6
• 1) 문해 교육에 대한 관점 = 6
• 2) 문해지도방법 = 7
• 2. 유아의 읽기·쓰기지도 = 18
• 1) 유아의 읽기 준비도 = 18
• 2) 유아의 읽기 발달 = 21
• 3) 읽기 지도의 방법 = 22
• 4) 유아의 쓰기 준비도 = 24
• 5) 유아의 쓰기 발달 = 26
• 6) 쓰기 지도방법 = 29
• Ⅲ. 연구의 방법 = 31
• 1. 연구대상 = 31
• 2. 연구절차 = 31
• 1) 설문조사 = 31
• 2) 학습지의 내용 및 교수방법 분석 = 32
• 3) 어머니-유아의 상호작용 관찰 = 33
• 4) 자료처리 = 33
• 5) 연구의 제한점 = 34
• Ⅳ. 결과 및 분석 = 35
• 1. 한글 학습지의 수용 정도와 유형 = 35
• 1) 한글학습지의 수용정도 = 35
• 2) 가정 학습지의 유형과 교수방법 및 유아의 선호도 = 38
• 3) 낱권 학습지의 종류와 유아의 선호도 = 44
• 2. 가정 학습지의 학습영역의 개념 및 교수 방법 분석 = 46
• 1) 방문 한글학습지의 학습영역 및 학습내용분석 = 46
• 2) 낱권 언어 학습의 학습내용분석 및 교수방법 = 84
• 3. 한글 학습지의 활동 내용 전사 = 89
• Ⅴ. 요약 및 결론 = 111
• 1. 요 약 = 111
• 1) 한글 학습지의 수용정도와 유형 = 111
• 2) 한글 가정 학습지 학습내용과 교수방법 = 112
• 3) 한글학습지에 대한 부모의 인식 및 지도방법 = 113
• 2. 결론 및 제언 = 114
• 참 고 문 헌 = 117
• Abstract = 135