fnctId=thesis,fnctNo=297
웹기반 독서 수업이 독서 흥미와 독서 행태에 미치는 영향 연구 : 부산 B 인문계 고등학교를 대상으로
- 링크
- http://www.riss.kr/link?id=T16167184
- 작성자
- 조지은
- 저자
- 정은란
- 발행사항
- 부산 : 부산대학교 대학원, 2022
- 발행일
- 2022.02.
- 국문초록
- 영문초록
- Adolescents are living in the era of the 4th industrial revolution of rapid transformation that cannot predict the future. There is a strong need for a new talent with "creative problem-solving skill" that can spearhead such changes in the times, and "creative problem-solving ability" can be effectively acquired through reading. Reflecting the changing reading environment and reading behavior, we explored avenue to identify a new reading instruction to spark teenagers' interest in reading and activate reading. This study primarily aimed to verify the effect on high school students' reading interest and reading behavior by developing a web-based reading instruction and directly applying it to actual classes. In an effort to conduct the study, 50 2nd graders of B high school belonging to the same district were set up as experimental groups, and 50 2nd graders of H high school were set up as comparative groups. By reflecting the characteristics of web-based reading, an integrated reading instruction was designed to utilize various information and to experience various reactions with others. By applying the Big6 Skills model and integrated post-reading activities, a kind of reading discussion and reading presentation, a web-based reading instruction called ‘Theme Reading Project’ was designed. To verify the effectiveness of the research question, a questionnaire on reading interest and reading behavior was prepared. Reading interest was evaluated by breaking it up into the segment of reading value, reading motivation and interest, reading habit, attitude, reading expectation and reading behavior was evaluated by breaking it up into the segment of reading consciousness, reading tendency, reading status, and reading environment. After performing a pre-test, executing a web-based reading instruction, and performing a post-test to verify the effectiveness of the instruction. Analysis of the study was all verified at the significance level p<.05, p<.01, p<.001, and statistical processing was analyzed using the SPSS WIN 21.0v instruction. The key research results of the quantitative study to verify the effectiveness of the web-based reading instruction are as follows. First, the score of the reading interest of the experimental group that executed the web-based reading instruction was statistically significantly improved. Under the condition that the pre-score was controlled, it may be seen that the overall reading interest score showed a significant difference compared to the comparison group, showing a clear significant difference in value and motivation and interest among the two groups after the experiment. Second, there was no significant change in the whole gamut of reading behavior of the experimental group that executed the web-based reading instruction in comparison with before the experiment. Nonetheless, after the web-based reading class, there were meaningful differences in terms of the preferred book field, the subject field explored through the smartphone, the channel of obtaining book, and the use of e-books and e-magazines. After conducting a web-based reading instruction, in an effort to modify and complement the instruction, six people from the experimental group were randomly selected to conduct semi-structured interviews on the operation and effectiveness of the web-based reading instruction. The key results of qualitative research to modify and supplement web-based reading instructions are as follows. First, web-based reading instructions have the advantage in the sense that it overcomes time and space constraints, streamlining communication and cooperation, and utilizing various information source, but have the disadvantages in terms of creating information gaps among participants, difficulty in forming relationships, and reduced immersion. To supplement this, thorough and elaborate preparation and skill training are required, and activities to forge a psychological bond should be reflected in the instruction. Second, the web-based reading instruction made participants feel interested in reading by allowing them to discover the value and joy of reading. This interest in reading created an impact on reading behavior and had a positive effect that could interlace the contents of reading with one's life. In order for this positive impact to continue, it will be really necessary to continuously operate a long-term instruction rather than a one-time short-term instruction. Activities should be constructed in various forms of participation, and new web-based reading instructions should be developed through the application of more flexible teaching methods and various strategies. This study has limitations in two aspects. First, the problem lies in the lack of generalizing the research results because the research subjects were small group of students in a specific area. Second, the short-term web-based reading instruction conducted over 8 hours resulted in a significant difference in reading interest and reading behavior, but the difference was not that significant. This limitation can be supplemented if the scope is broadened to target students from various regions and the instruction is modified and operated based on the information obtained through qualitative analysis. The study takes on a new significance in the sense that it developed a web-based reading instruction to respond to the changing reading environment and reading behavior, and that it verified the effectiveness of the students who actually participated in the instruction and explored the possibility of actualization of the instruction.
- 일반텍스트
- 첨부파일