동요학습 활동이 학습부진아의 받아쓰기 능력에 미치는 효과 (The Effect of Nursery Rhyme Activities on Dictation Ability of Underachievers)

서지정보

· 발행기관 : 한국통합교육학회
· 수록지 정보 : 통합교육연구 / 4권 / 2호 / 1 ~ 21페이지
· 저자명 : 이혜정, 민천식

초록

본 연구는 동요학습 활동이 초등학교 학습부진아의 받아쓰기 능력에 미치는 효과를 알아보기 위한 단일대상 실험연구이다. 연구대상은 대구광역시 B초등학교 1학년에 재학 중인 학습부진아 3명을 선정하였으며, 실험기간은 9월초부터 10월말까지 매 회기 40분간 주 3회 7주간 총 20회기 실시하였다. 프로그램은 최인실(2002), 신재충(2004)의 동요학습 프로그램과 초등학교 1학년 즐거운 생활에 수록된 동요를 중심으로 총 18곡으로 구성하였고, 평가도구는 철자와 띄어쓰기의 적합성을 고려하여 회기별로 각 10문항씩 구성하였다. 자료 처리는 받아쓰기 능력을 백분율로 환산하여 단일 대상 연구의 대상자간 중다기초선 그래프로 처리하였다. 본 연구의 결론은 첫째, 동요학습 활동은 학습부진아의 철자쓰기 능력을 향상시키는데 효과적이며, 둘째, 동요학습 활동은 학습부진아의 띄어쓰기 능력을 향상시키는데 효과적이다.

영어초록

This paper was a single subject experiment study to clarifying the effect of nursery rhyme activities on elementary underachievers’ dictation ability, and its research questions are as follows. First, what effects do nursery rhyme activities have on underachievers’ spelling? Second, what effects do nursery rhyme activities have on underachievers’ word spacing?
To answer these questions, we selected 3 first grade underachievers at B Elementary School in Daegu and conducted the experiment for 6 weeks, 4 sessions per week and a total of 20 sessions, and 40 minutes per session. The program was composed of 18 nursery rhymes selected from the nursery rhyme programs of Choi In-sil(2002) and Shin Jae-choong(2004) and nursery rhymes in the ‘Pleasant Life’ textbook for the 1st graders. The evaluation tool, which contained 10 questions for each session, was prepared by the researcher in a way that children could read, write and understand easily the words of the nursery rhymes modified in consideration of adequacy for spelling and word spacing and through consultation with the impression of the researcher and the subjects.
The conclusions obtained from the results and discussion of this study are as follows:
First, nursery rhyme activities were effective in improving the underachievers’ spelling ability. As the words were oriented to children and easy to sing, the underachievers could approach nursery rhymes with interest and learned vocabulary naturally in the process of singing nursery rhymes and this was considered to improve their spelling ability.
Second, nursery rhyme activities were effective in improving the underachievers’ word spacing ability. As the underachievers sang their favorite nursery rhymes repeatedly their interest in and concentration on learning were heightened, and as a result they came to pay attention to what the teacher was saying in the dictation test and this was considered to improve their word spacing ability.

참고자료

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