유아를 위한 통합적 문학활동 교수모형의 효과 : 이야기를 중심으로 = The effect of Integrated Literature Activity Teaching Model on Young Children's Story Comprehension

다국어 초록 (Multilingual Abstract)

ABSTRACTThe purpose of this study is to analysis the effect on the child's understanding of story structure during young children's integrated literature Activity.
48 young children were chosen and randomly divided into an experimental group,a comparison group and a control group. The children in the experimental group who engaged in a integrated literature Activity interacted with their teacher rather freely. The teacher organized the environment and encouraged metacommunication between children by allowing spontanous dramatic play. The comparision group children also participated in a integrated literature Activity but under the teacher's direction.

They followed what thor teacher suggested doing after they listented to the story. The children in the control group only heard the stories, which were the same as these of the comparision and the control groups.

The experiment was performed for 12 weeks from June 16.1994 to
Swmtember 2. The effects of the child-teacher interaction while children engaged in a integrated literature Activity were tested at the 4th,8th,and 12th week during the experiment.

ANCOVA was employed for statistical treatment.
The results are as follows:

The experimental group children's ability to comprehend the story structure and their ability to infer was significantly improved.

목차 (Table of Contents)

• I.서 론
• II.이론적 배경
• 가.통합적 문학활동으로서의 극화활동
• 나.극화활동의 교육적 가치
• 다.통합적 문학활동의 구성요소
• (1)좋은 이야기
• (2)언어
• (3)목소리
• (4)동작
• (5)분장
• 라.이야기 이해
• II.연구문제
• III.연구방법
• 가.실험절차
• 나.측정도구
• (1)이야기 이해도검사
• ①이야기 구조 이해에 관한 질문
• ②이야기 추론 이해에 관한 질문
• (2)이야기 자유회상검사
• 다.통합적 문학활동교수모형의 실제
• 1.실험집단의 교수모형
• (1)교수 목표
• (2)교수학습방법
• ①일과운영 소개하기
• ②이야기 듣기
• ③영역별 활동 소개 및 실시
• ㄱ.이야기 꾸미기 영역
• ㄴ.동작표현영역
• ㄷ.목소리 표현영역
• ㄹ.분장하기 영역
• ④극화활동 계획하기
• ⑤극화활동실행하기
• ⑥평가
• V.결과 및 해석
• 가.극놀이 교수방법과 이야기 이해도
• 가.[연구문제 1]
• 나.극놀이 교수방법과 자유회상능력
• 가.[연구문제 2]
• VI.논의