팝업북을 활용한 독서지도

소개

팝업북의 특징을 살펴보고 이를 활용하여 저학년 아동들의 독서지도 방안을 연구한 내요입니다

목차

Ⅰ. 서론
1. 연구의 필요성 및 목적 ············································································ 1
2. 연구문제 ······························································································· 3
Ⅱ. 독서지도의 이론
1. 독서지도의 목적 ······································································· 4
가. 독서 지도의 의의···················································································· 4
나. 독서 지도의 필요성·················································································5
2. 초등학교 독서지도의 방향········································································ 5
가. 첨단매체 시대의 독서 지도······································································ 6
나. 교과 교육과 독서 지도············································································ 6
Ⅲ. 팝업 북의 개념과 발달단계에 따른 팝업 북의 기법
1. 팝업 북의 개념과 역사·············································································· 7
가. 팝업 북의 개념······································································ 7
나. 팝업 북의 특징············································································ 7
다. 팝업 북의 역사······································································ 8
2. 팝업 북의 기법························································································· 11
가. 발달단계의 특성······································································ 6
나. 발달단계에 따른 팝업 북 기법····································································· 13
다. 아동의 발달과 팝업 북 ······································································ 17
Ⅳ. 독서지도에서의 팝업 북의 활용 방안
1. 팝업 북의 활용방안 ···················································· 18
가. 놀이로서의 독서 ······································································ 18
나. 독서 습관의 형성 ···································································· 19
다. 미술과 독서의 연계성 있는 활용 ···························································· 20
2. 팝업 북을 활용한 독서 지도 사례······························································· 21
가. 조사내용 ······································································ 21
나. 조사대상 ···································································· 21
다. 조사결과 ···························································· 20
Ⅴ. 결론 ······················································································ 23
참 고 문 헌 ····························································································· 25

본문내용

현대 사회는 자본주의로 대표될 수 있다. 자본주의와 맞물린 지식 기반 사회는 지나친 물질만능 주의와 지식의 팽창을 가져왔다. 학교현장도 단순한 지식전달의 수단으로 전락해 버렸다. 교육이 수단이 되면서 교육의 내용도 달라지는 것은 당연한 일이다. 그러면서 인격을 위하 교육은 뒷전으로 밀리게 되었다. 독서 또한 이러한 맥락에서 교육의 중심에서 벗어났다. 그러나 현대 사회에 적합한 교육을 생각한다면 독서는 복잡한 현대 사회를 능동적으로 대처하고 지식을 능숙하게 받아들일 수 있는 대안이 될 거라 생각한다.
첨단매체로 인해 정보의 팽창도 가져왔다. 컴퓨터나 텔레비전 등으로 인해 정보의 양과 전달 속도는 예전과 비교할 수 없을 만큼 달라졌다. 그러나 정보의 양과 속도가 늘어난 것이 무조건적으로 긍정적인 일이라 할 수 없다. 이처럼 정보의 급증으로 자신에게 필요한 정보를 선택하고 활용하는 것이 더욱 힘들어졌기 때문이다. 이런 교과학습 내용을 심화시키고, 학습에 대한 폭넓은 지식을 갖추게 하여 종합적이고 논리적인 사고력 및 창의력, 문제 해결력, 정보 검색력 등의 자기 주도적 학습 능력을 신장할 수 있도록 이러한 능력을 길러주기 위해서는 학교에서의 독서 교육의 방향도 독서의 습관화에 초점을 맞추어야 한다.
또한 첨단매체로 둘러싸인 우리는 능동성을 잃고 있다. 컴퓨터나 텔레비전 등은 한 순간도 멈추지 않고 역동적인 모습을 학생들의 머리에 남겨 놓는다. 또 이러한 매체들은 학생들의 주체성이나 능동성을 요구하지 않는다. 이런 것들에 익숙해진 학생들이 책을 접했을 때 지루하거나 능동적인 독서활동에 적응하지 못할 수도 있다. 이렇게 학생들의 환경을 고려해 볼 때 무조건 책을 학생들 앞에 펼쳐 강요하기보다 학생들의 그러한 특징을 고려하여 지도하는 것이 더 적합하다고 판단된다.
독서는 바른 인성함양과 창의성 향상에 기여할 수 있다. 다른 인물의 삶을 성찰해 봄으로써 자신을 성찰해 볼 수 있는 기회를 가질 수 있다. 또한 필요한 지식을 찾거나 탐구적인 학습 방법을 체득하는데도 도움을 준다. 이는 학습하는 방법을 학습을 목표로 하는 현 7차 교육과정의 맥락에서도 그 의의는 매우 크다 할 수 있다. 독서가 간접 경험의 총체인 만큼 여러 분야의 지식을 익히고 그것을 활용하는데 필요한 독서의 중요성은 현대에 들어 더욱 강조되어야 한다.

참고자료

· 이중원(2003), 팝업을 이용한 그림책 분석, 이화여자대학교 석사학위 논문.
· 김양선(1997), 소그룹 그림책 읽기에서 그림책에 대한 5세 유아의 반응, 이화여자대학교 석사 학위 논문.
· 조병희(2006), 유아 놀이 도구로서 팝업 북의 역할에 관한 연구, 중앙대학교 예술대학원 석사논 문.
· 이정희(2005), 팝업 북을 활용한 미술 교육 연구, 경기대학교 교육대학원 석사학위 논문.
· <단행본>
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