초등학교 일반학생, 쓰기부진학생의 학년별 문장쓰기능력 발달패턴 분석 및 비교 (Analysis and Comparison on Development of Sentence Writing for Elementary Students with and without Writing Difficulties)

서지정보

· 발행기관 : 한국초등교육학회
· 수록지 정보 : 초등교육연구 / 21권 / 2호 / 379 ~ 408페이지
· 저자명 : 강은영, 김애화

초록

본 연구의 목적은 쓰기부진학생과 일반학생의 문장쓰기능력 발달패턴을 분석함으로써 체계적인 문장쓰기능력 향상을 위한 교수방법을 개발하는데 유용한 정보를 제공하려는데 있다. 일반학생 332명과 쓰기부진학생 77명을 대상으로 2가지 유형의 문장쓰기능력 검사를 실시하였다: (1) 문장능력 직접 검사(1차 검사), (2) 작문형 검사(2차 검사). 주요한 연구결과는 다음과 같다. 첫째, 1, 2차 검사 분석결과, 초등학교 학생들의 문장쓰기 능력은 저학년 때 급격히 발달하고 4학년 이후로는 학년간의 차이가 유의 하지 않았다. 둘째, 일반학생과 비교하였을 때 쓰기부진학생도 마찬가지로 고학년 이후의 학년간 차이는 나타나지 않았으며, 일반학생들과 비슷한 학년별 발달패턴을 보였다. 이는 일반학생이나 쓰기부진학생 모두 초등학교 저학년 때 문장쓰기능력향상을 위한 집중적인 교수법이 필요함을 알 수 있다.

영어초록

The purpose of this study is to analyse and compare sentence-writing ability of general elementary students and underachieved students according to their grade levels. The total number of 332 composed of general elementary students and 77 underachieved students from grade 1 to 6 participated in this study. Two kinds of evaluation papers have been developed based on the result from the analysis on previous literatures, standard evaluation tools, and 7th elementary curriculum. The evaluation paper-part I developed by researcher was inclusive sub-categories to evaluate sentence-writing ability, while evaluation-part II was developed in a type of free writing with a topic "my school".
The result from this study were as follows:
First, the analysis result from the first direct evaluation showed that sentence-writing abilities of elementary students remarkably develope during the first four lower grades. However, difference in grade 4 and afterward showed no significant difference between grades. Secondly, result from composition-typed evaluation showed no significant difference between total number of sentences and phrases in grade 4 and afterward. Thirdly, when compared with general students, the students of writing disabilities showed no grade level difference in grade 4 and afterward as the first direct evaluation shows. The students of writing disabilities showed similar developmental pattern with general students. Fourthly, the result from the composition-typed evaluation showed significant difference in terms of both total numbers of sentences and phrases in lower grades, however no significant difference in higher grades.

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