一般系 高等學校 學習者의 漢詩授業 認識에 대한 統計分析과 敎育的 含意 考察

서지정보

· 발행기관 : 한국한자한문교육학회
· 수록지 정보 : 漢字漢文敎育 / 40권
· 저자명 : 李聖炯

목차

Ⅰ. 緖論
Ⅱ. 授業前 分析과 硏究 方法
1. 授業前 分析
2. 硏究 方法
Ⅲ. 漢詩授業의 實在
1. 漢詩授業의 設計 및 適用
2. 學習者의 活動 結果
Ⅳ. 漢詩授業 認識에 대한 統計分析
1. 學習者의 漢詩授業 認識에 대한 假說 設定
2. 學習者의 漢詩授業 認識에 대한 統計分析 結果19)
Ⅳ. 結論 및 提案點
▮參考文獻 Reference
▮中文摘要
▮Abstract

초록

本稿는 安養市의 一般系 D高等學校 2학년 3개학급 학습자들을 대상으로 漢詩授業의 認識 및 그 敎育的 含意를 분석했다.
학습자들의 본문풀이 결과, 학습지에서 신습한자를 漢字辭典처럼 구성하면 학습자들의 독해력과 창의력 신장에 도움이 되었고, 교사의 설명과 시범은 학습자들의 문제해결에 많은 영향을 주었다. 六色思考帽 技法을 적용한 한시의 감상활동 결과, 작품의 분석과 표현기교에 대한 감상의 수준이 높아서, 한시감상에 六色思考帽 技法이 적절했다. 諺文風月은 漢詩의 形式美와 作家의 力量을 체험 할 수 있는 심화활동이었다.
학습자들의 漢詩授業 認識을 I-STATistic을 활용하여 統計分析했는데, 性別이나 授業前 成就 度는 한시수업의 만족도에 유의미한 변수가 아니었다. 두 번째로 授業前 漢文敎科와 漢詩授業에 대한 關心度는 漢詩授業의 滿足度와 상관도는 낮고 인과관계는 없었지만, 수업후 한시수업에 대한 관심도는 유의미한 결과가 도출되었기 때문에, 한시수업은 수업전 인식과 수업후 인식의 변화가 뚜렷했다. 세 번째로 협동학습법이 학습자들의 선호모형으로 판단되지만, 適用授業模型에 따른 漢 詩授業 滿足度는 유의미한 차이가 없었다. 수업후에는 感受性 涵養에 교육적 의미를 찾을 수 있었 다. 따라서 교육과정상 한시단원은 반드시 수업에 적용해야 될 當爲性이 높았다.

영어초록

This study analyzed perception on Chinese poetry classes and its educational implications by objecting to learners of 3 classes who were second grade of D High School, a general school, located in Anyang City.
As a result of analyzing learners’ text solving, it was helpful to reading comprehension and creativity development of leaners if composing Chinese character which would be mastered newly was composed like Chinese character dictionary, and explanations and demonstrations of teachers gave a lot of effects to problem-solving of learners. Regarding the result of analyzing appreciation activities on Chinese poetry, Six thinking hat technique(六色思考帽 技法) was suitable to Chinese poetry appreciation because appreciation levels on work analyses and expression skills were high. Eunmunpugwol (諺文風月: Korean alphabet poem) was a intensified activity by which formative beauty of Chinese poetry and writer’s competence could be experienced.
Researcher carried out a statistical analysis learners’ perception on Chinese poetry classes by utilizing I-STATistic, and gender or achievement levels before classes was not significant variable to satisfactions of Chinese classes. Second, altered perception before and after Chinese poetry classes was apparent because interest degrees on Chinese character subject and Chinese poetry learning before class had low correlation with satisfactions on Chinese poetry classes, and there was not causal relationship. Third, cooperative learning method was considered as a preferred model for learners, but there was not significant difference from satisfactions on Chinese classes according to application instructional model. Justification of certainly having to apply to classes in curriculum was strong because educational meaning to improve sensitivity after school could be founded out.

참고자료

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