교재구조 훈련과 요약하기 훈련이 설명적 교재 처리에 미치는 효과

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 33권 / 5호
ㆍ저자명 : 文善模, 裵漢權

목차

요약
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 결과
Ⅴ. 논의 및 결론
參考文獻
Abstract

한국어 초록

본 연구는 국민학생들을 피험자로 하여 설명적 교재구조의 한 유형인 원인-결과의 인과관계 교재구조에 한정하여 교재구조를 인식 ㆍ 사용하여 글 전체의 요지를 요약하도록 훈련시키는 것이 교재처리에 미치는 효과를 살펴 본 것이다. 그 결과 설명적 교재의 상위 및 하위 정보를 포함한 교재내용의 이해, 아이디어 단위들의 회상 그리고 중심내용 요약하기를 촉진시켰다. 또한 원인-결과 글의 짜임의 형태를 몇 가지로 세분한 교재구조유형， 구조와 길이는 비슷하나 내용만 다른 교재들, 요약시 교재이용 여부의 요약하기조건 그리고 개인차 변인으로서 국어성적수준 변인과의 상호작용효과도 검증하였다.

영어 초록

The purpose of this study was to investigate the effects of textstructure/summarization training on comprehension and memory of expository text.
Subjects of this study were 68 sixth-grade elementary students selected randomly on the basis of levels of Korean language achievement. They were randomly assigned to four experimental conditions. The stimulus materials were six expository texts which were consisted of cause/effect structure. Each of text was composed of 3-4 sentences and about 40-60 words. After reading the text they were required to comprehend the contents, to recall idea units, and to summarize main ideas of the text. To test the hypotheses, 2 (text structure/summarization traininmg condition: training vs. control) × 2 (Korean language achievement: high vs. low) × (3) (text structure: 1, 2, 3) × (2) (texts: 1 vs.2) or (2) (summarizing conditions: text with vs. text without) ANOVA was applied.
Main findings of the present study were as follow:
(l) Text structure/summarization training facilitated comprehension of the contents, recall of idea units, and summarizing of main ideas of the expository texts. (2) There was a significant difference in comprehension, recall, and summarizing scores of expository text between types of text structures. (3) There were no significant interaction effects in comprehension, recall, and summarizing scores of expository text between text structure/summarization training conditions and levels of Korean language achievement or types of text structure or texts or summarizing conditions. (4) There was a significant interaction effect in comprehension and recall scores of expository text between types of text structure and texts. (5) There was a significant interaction efect in summarizing scores of expository text between types of text structure and summarizing conditions.

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