독서마인드맵이 고등학생 창의력신장 및 독서 흥미도에 미치는 영향 = The Effect of Reading Mindmap on the Creativity and Reading Interests of High School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study is to propose reading and mind mapping as a method to improve students' creativity and their interest in reading and to verify the effectiveness. To this end, 30 first and second year high school students residing in Gunsan, Jeollabuk-do were recruited, and five virtual classes were conducted on Zoom with 12 sessions. The TTCT language A and B questionnaires were provided for pre- and post-creativity tests, and the course interest test was used as a tool test their interest in reading.
As a result of the study, it was found that reading and mind mapping had a positive effect on increasing both creativity and interest in reading. As for the individual characteristics of academic achievement and gender, a statistically significant effect was found in the students academic performance levels, while no statistically significant effect was shown according to the gender. When it comes to interests in reading, the overall score increased, and the sub-factors, such as attention, confidence, and satisfaction, showed a significant effect. However, relevance did not have a significant effect. In addition, reading and mind mapping had a significant effect on interest in reading academic performance levels, but no significant effect was found according to the gender.
Based on the results, this study developed the following suggestions: First, reading and mind mapping had a positive effect on increasing the students' creativity. But, it is practically difficult for students who spend most of their time studying for the Korean SAT. For this reason, it is necessary to provide them a session to read and contemplate books in the regular curriculum. Second, reading and mind mapping had a positive effect on their interest in reading. As for the sub-factors of interest in reading, it was effective for attention, confidence, and satisfaction, while no effect was found on relevance. Therefore, it is necessary to provide a range of reading education to encourage students develop interest in reading in various fields. Third, reading and mind mapping attracted attention as a different type of reading. On the other hand, the students found it difficult to present as many answers as possible compared to the conventional way where they only needed to give the correct answer. As such, a more flexible environment should be offered to encourage them to come up with any answers and let them enjoy the problem-solving process in order to increase their confidence. Fourth, most of the students did not have any experience in reading education. Most of the students, however, answered that they would receive reading education if given the opportunity. Thus, it is necessary to provide students with the opportunity to receive a variety of reading education.

목차 (Table of Contents)

• 제1장 서론 1
• 1.1 연구의 필요성 및 목적 1
• 1.2 연구 문제 3
• 1.3 연구의 제한점 4
• 제2장 이론적 배경 5
• 2.1 창의력 5
• 2.2 독서 흥미 8
• 2.3 마인드맵 10
• 2.4. 선행연구 11
• 2.4,1 창의력 검사지에 관한 선행연구 12
• 2.4.2 마인드맵을 활용한 창의력 신장 선행연구 13
• 2.4.3 마인드맵을 활용한 흥미도에 선행연구 16
• 2.4.4 독서 마인드맵에 관한 선행연구 18
• 2.4.5 독서교육과 창의력 및 흥미에 관한 선행연구 20
• 제3장 연구방법 및 절차 24
• 3.1.검사도구 24
• 3.1.1 창의력 검사지 24
• 3.1.1.1 창의력 검사지의 채점 방법 ·26
• 3.1.2 독서 흥미도 검사지 27
• 3.2 연구대상 30
• 3.3 연구절차 32
• 3.3.1 연구 절차 32
• 3.3.2 파일럿 검사 33
• 3.3.3 실험수업 36
• 3.3.4 독서 마인드맵의 적용 37
• 3.3.5 검증 및 평가 49
• 제4장 연구결과 ·50
• 4.1 연구결과 50
• 4.1.1 창의력 변화에 대한 분석 50
• 4.1.2 성별 및 학업성취도에 따른 창의력 차이 분석 ·52
• 4.1.3 독서 흥미도 변화에 대한 분석 ·54
• 4.1.4 성별 및 학업성취도에 따른 독서 흥미도 차이 분석 56
• 제5장 결론 및 제언 58
• 참고문헌 61
• [부록1]창의력 검사지 채점방법 ·66
• [부록2]독서흥미도 설문지 수정 전·후 비교 표 69
• [부록3]설문지 73
• [부록4]교수·학습지도안 77