문자언어인식의 성격과 이를 위한 교수의 방향 = The Characteristics of the Written Language Awareness and its Teaching Implication

다국어 초록 (Multilingual Abstract)

The purpose of this study is to clarify the characteristics of the Written Language Awareness(WLA) and to give the suggestions for teaching young children.
A careful reading of the literature in the area of WLA provides the conclusion that WLA is formed through autonomous constructive process by young childern. Its origin is rooted in the everyday experiences of early years in the literate society. The WLA is built by knowledge base in four general areas: technacal aspects of written language; mapping principles that relate speech to print; functions served by written language; and schemata that characterize the way written language is organized and expressed. These knowledge bases differ in knowledge characteristics and experience characteristics, so its different level of awareness is considered for planning curriculum for young children. To promote the WLA, knowledge bases need (1)to be acquired in a manner that leads to flexibility and (2)to be able to reflect the acquired knowledge bases.

목차 (Table of Contents)

• Ⅰ.서론
• Ⅱ.문자언어인식의 성격
• 1.형성과정을 통해 본 문자언어인식
• 2.문자언어인식의 4가지 측면
• 1)문어의 기술적 측면
• 2)말과 인쇄된 문자간의 연결 원리
• 3)문어의 기능
• 4)문어의 특징적 도식
• Ⅲ.문자언어인식 형성을 위한 교수의 방향
• 1.문자언어인식의 발달을 위한 조건
• 2.문자언어인식 활동의 성격
• Ⅳ.결론
• 참고문헌
• Summary