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소리내어읽기에 의한 수정이 글쓰기에 미치는 효과

소리내어읽기에 의한 수정이 글쓰기에 미치는 효과 (Loan 1 times)

Material type
학위논문
Personal Author
신예은
Title Statement
소리내어읽기에 의한 수정이 글쓰기에 미치는 효과 / 신예은
Publication, Distribution, etc
서울 :   고려대학교 교육대학원,   2022  
Physical Medium
vii, 67장 : 삽화, 도표 ; 26 cm
기타형태 저록
소리내어읽기에 의한 수정이 글쓰기에 미치는 효과   (DCOLL211009)000000268646  
학위논문주기
학위논문(석사)-- 고려대학교 교육대학원, 교육방법전공, 2022. 8
학과코드
0510   6M23   411  
General Note
지도교수: 박인우  
부록수록  
Bibliography, Etc. Note
참고문헌: 장 39-41
이용가능한 다른형태자료
PDF 파일로도 이용가능;   Requires PDF file reader(application/pdf)  
비통제주제어
글쓰기수정, 수정방법, 소리내어읽기, 글쓰기능력, 글쓰기태도, 흥미, 만족도, 글쓰기,,
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085 0 ▼a 0510 ▼2 KDCP
090 ▼a 0510 ▼b 6M23 ▼c 411
100 1 ▼a 신예은
245 1 0 ▼a 소리내어읽기에 의한 수정이 글쓰기에 미치는 효과 / ▼d 신예은
246 1 1 ▼a The effect of correction by reading aloud on writing
246 3 1 ▼a Effect of correction by reading aloud on writing
260 ▼a 서울 : ▼b 고려대학교 교육대학원, ▼c 2022
300 ▼a vii, 67장 : ▼b 삽화, 도표 ; ▼c 26 cm
500 ▼a 지도교수: 박인우
500 ▼a 부록수록
502 0 ▼a 학위논문(석사)-- ▼b 고려대학교 교육대학원, ▼c 교육방법전공, ▼d 2022. 8
504 ▼a 참고문헌: 장 39-41
530 ▼a PDF 파일로도 이용가능; ▼c Requires PDF file reader(application/pdf)
653 ▼a 글쓰기수정 ▼a 수정방법 ▼a 소리내어읽기 ▼a 글쓰기능력 ▼a 글쓰기태도 ▼a 흥미 ▼a 만족도 ▼a 글쓰기
776 0 ▼t 소리내어읽기에 의한 수정이 글쓰기에 미치는 효과 ▼w (DCOLL211009)000000268646
900 1 0 ▼a Shin, Ye Eun, ▼e
900 1 0 ▼a 박인우, ▼g 朴仁雨, ▼d 1965-, ▼e 지도교수 ▼0 AUTH(211009)39936
900 1 0 ▼a Park, Inn Woo, ▼e 지도교수
945 ▼a ITMT

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소리내어읽기에 의한 수정이 글쓰기에 미치는 효과 (74회 열람)
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No. 1 Location Centennial Digital Library/Thesis/ Call Number 0510 6M23 411 Accession No. 163082722 Availability Available Due Date Make a Reservation Service B M
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Abstract

초등학생들은 다양한 종류의 글을 쓴다. 대부분 이 과정에서 글을 쓰는 데 시간을 많이 들이고 집중한다. 자신의 글을 다시 읽어보며 수정·보완하는 일에는 상대적으로 적은 시간을 쏟는다. 글의 완성도를 높이기 위해서 초고 작성 후 수정·보완하는 일도 매우 중요하다. 이에 글쓰기 수정방법을 통해 글쓰기능력을 신장시키고자 글쓰기 방법을 논의하였다. 글쓰기능력 향상을 위해 쓰기 전 단계에서의 연구는 많지만 수정방법에 대한 국내연구는 많지 않다. 이에 글쓰기 후 소리내어읽기 수정방법을 활용하여 학생의 글쓰기능력과 흥미도를 높이고 글쓰기 만족도에 긍정적인 영향을 주고자 하였다. 따라서 본 연구는 소리내어읽기에 의한 수정방법이 글쓰기능력, 글쓰기태도(흥미도), 만족도에 미치는 영향을 확인하려는 목적이 있다. 
이를 위하여 A 대안학교에서 초등학교 4,5학년 43명을 대상으로 실험연구를 진행하였다. 성취수준에 따라서 효과가 다르게 나타나는지 확인하기 위하여 실험 처치 전 기본 글쓰기능력 평가를 통해 상위집단과 하위집단으로 나누었다. 각 집단 내에서 실험집단과 비교집단으로 나누었다. 두 집단 모두 사전 글쓰기능력검사와 글쓰기태도(흥미)검사를 실시하였다. 글쓰기 활동 후 실험집단은 소리내어읽기를 활용하여 글을 수정할 수 있도록 처치하였다. 비교집단은 다른 처치를 하지 않았다. 이후 두 집단 모두에게 사후 글쓰기능력 평가와 글쓰기태도 (흥미) 검사, 만족도 검사를 실시하였다. 글쓰기능력과 글쓰기태도(흥미)의 사전 검사와 사후 검사는 공분산분석, 만족도는 분산분석을 통해 실험에 대한 통계를 분석하였다. 통계적 유의수준은 p<.05로 검증하여 다음의 결과를 얻었다.
첫째, 소리내어읽기에 의한 수정은 초등학생의 글쓰기능력 신장에 도움을 준다. 소리내어읽기를 활용한 수정방법을 실시한 집단에서 글쓰기능력이 실험 전 보다 유의미하게 증가하였다. 특히 성적이 높은 학생들보다 성적이 낮은 학생들에게 효과적으로 나타났다. 둘째, 소리내어읽기에 의한 수정은 초등학생의 글쓰기태도(흥미)를 향상시킨다. 눈으로 읽기에 의해 글을 수정한 학생들의 글쓰기태도(흥미도)는 사전점수와 비슷하거나 감소하였다. 반면에 소리내어읽기에 의해 글을 수정한 학생들의 글쓰기태도(흥미도)는 사전점수보다 향상하여 눈으로 읽기에 의해 글을 수정한 학생들 보다 높은 점수를 보였다. 그러나 성적에 따라서는 유의한 결과가 나타나지 않았다.  셋째, 소리내어읽기에 의한 수정은 초등학생의 만족도에 유의미한 차이를 주지 않는다. 소리내어읽기에 의해 글을 수정한 실험집단과 눈으로 읽기에 의해 글을 수정한 비교집단의 만족도에 유의미한 차이는 없었다. 
본 연구는 소리내어읽기에 의한 수정방법이 글쓰기능력, 글쓰기태도(흥미도), 만족도에 영향을 미치는지를 살펴보았다는데 의의가 있다. 연구결과를 통해 글쓰기 수업 시 효과적인 수정방법을 실시하는 것은 매우 중요하다는 것을 알 수 있다. 앞으로도 글쓰기 모든 과정에서 효과적이고 다양한 방법들에 대한 연구가 이루어지기를 바란다.  

Elementary school students write various kinds of writing. Most of them spend a lot of time and focus on writing in this process. He spends relatively little time reading his own writings again and revising and supplementing them. In order to increase the completeness of the text, it is also very important to revise and supplement it after writing the draft. Therefore, the writing method was discussed to enhance the writing function through the writing correction method. There are many studies in the pre-writing stage to improve writing function, but not many domestic studies on modification methods. Therefore, it was intended to increase students' writing functionality and interest by using the 'reading aloud' correction method after writing and to have a positive effect on writing satisfaction. Therefore, the purpose of this study is to confirm the effect of the correction method by reading aloud on writing functionality, writing attitude (interest), and satisfaction. To this end, an experimental study was conducted on 43 fourth and fifth graders in elementary school at Alternative School A. In order to check whether the effect differs depending on the level of achievement, it was divided into upper and lower groups through the evaluation of basic writing skills before the experimental treatment. Within each group, it was divided into an experimental group and a comparative group. Both groups conducted a pre-writing ability test and a writing attitude (interest) test. After the writing activity, the experimental group treated the writing so that it could be modified using ‘reading aloud’ The comparative group did not take any other action. After that, post-writing functional evaluation, writing attitude (interest) test, and satisfaction test were conducted on both groups. Statistics on the experiment were analyzed through covariance analysis and satisfaction analysis for pre- and post-test of writing functionality and writing attitude (interest). The statistical significance level is p<.05 and the following results were obtained. First, ‘correction by reading aloud’ helps elementary school students improve their writing skills. In the group that conducted the correction method using reading aloud, the writing functionality increased more significantly than before the experiment. In particular, it was effective for students with lower grades than those with higher grades. Second, ‘correction by reading aloud’ improves the writing attitude (interest) of elementary school students. The writing attitude (interest) of the students who modified the writing by reading with their eyes was similar to or decreased from the pre-score. On the other hand, the writing attitude (interest) of the students who modified the writing by reading aloud improved the pre-score and showed a higher score than the students who modified the writing by reading with their eyes. However, there were no significant results depending on the grades. Third, correction by reading aloud does not make a significant difference in elementary school students' satisfaction. There was no significant difference in satisfaction between the experimental group modified by reading aloud and the comparative group modified by reading with eyes. This study is meaningful in that it examined whether the correction method by reading aloud affects writing functionality, writing attitude (interest), and satisfaction. It can be seen that it is very important to implement effective correction methods during writing classes. I hope that research on effective and diverse methods will be conducted in all processes of writing in the future.

Table of Contents

목 차
Ⅰ. 서론 ··················································································································· 1
 1. 연구의 필요성 및 목적 ···························································································· 1
 2. 연구문제 ·········································································································· 4
Ⅱ. 이론적 배경 ···································································································· 5
 1. 소리내어읽기 ································································································· 5
 1) 소리내어읽기의 개념 ················································································· 5
 2) 소리내어읽기의 효과(선행연구) ······························································· 5
 2. 수정하기 ·········································································································· 6
 1) 수정하기의 개념 ························································································· 6
 2) 수정하기의 효과(선행연구) ······································································· 8
 3. 소리내어읽기에 의한 수정하기 ································································· 9
 1) 소리내어읽기에 의한 수정하기의 개념 ·················································· 9
 4. 글쓰기 ············································································································ 10
 1) 글쓰기의 개념 ·························································································· 10
 2) 글쓰기의 중요성 및 효과성 ··································································· 11
 3) 글쓰기의 구성요소 ··················································································· 12
 4) 글쓰기 평가 ······························································································ 13
Ⅲ.연구방법 ··········································································································· 15
 1. 연구대상 ········································································································ 15
 2. 연구 설계 ······································································································ 16
 3. 연구도구 ······································································································ 18
 4. 자료수집 및 분석 ························································································· 25
Ⅳ.결과 및 해석 ·································································································· 26
 1. 글쓰기능력 결과 ··························································································· 26
 2. 글쓰기태도(흥미도) 결과 ············································································ 28
 3. 만족도 결과 ·································································································· 30
Ⅴ. 결론 및 제언 ································································································ 34
 1. 결론 ················································································································ 34
 2. 제언 ················································································································ 37
참고문헌 ················································································································ 39
부록 ························································································································ 42
ABSTRACT ·········································································································· 65