슬로리딩 수업이 중학생의 독서 태도와 표현력에 미치는 영향 연구

Abstract

The purpose of this study is to discuss the future direction of Korea's reading education by researching the effects of applying the Slow Reading Method to middle school students. Reading, which has been a major means of information acquisition for people, is becoming increasingly threatened by the recent development of digital devices and various video platforms that make it easier for people to access information through activities other than reading. In addition, the phenomenon of people staying away from reading is increasing as video media provides various contents to people in terms of enjoyment and leisure time mentioned for reading purposes as well as acquiring knowledge and information. However, despite this decline in practical reading activities, people still regard reading as important. In addition, various reading programs such as "reading classroom" and "reading a book per semester" are being conducted on scene of a school. This is a clear indication that reading has a variety of educational values in addition to knowledge and information acquisition. People are increasingly neglecting reading for a variety of reasons, but they have not questioned the importance of reading. Under these circumstances, what direction should reading education pursue? What characteristics of reading can be highlighted in reading education, especially compared to video media? Based on these questions, this study was to focus on the characteristics of "Staying" of reading. The term "staying" means that when people are engaged in reading activities, they can stop reading the type and ponder the content just by thinking. Therefore, in this paper, we would like to run a slow reading program using newspaper articles with students by selecting a slow reading method that can utilize this purpose properly. Also, I analyzed the work journals written by students and the pre-, post-, and additional questionnaires while running the program. Through this analysis, I will also examine the educational value of slow reading, especially by looking into the changes in students' reading attitude and expressiveness due to the slow reading program. First, in chapter II, theoretical backgrounds which are the basis of this study were reviewed. As a result, in this study, the concept of slow reading could be defined as "an activity that dwells on a writing one by one." Four principles have also been established for this. First, secure enough time to read slowly, second, select articles of challenging topics , third, focus on reading and writing activities, fourth, encouraging and feedback from teachers. In addition, the characteristics of slow reading, which emphasizes the joy of learning in the course of activities and emphasizes reading a piece of writing, can lead to a positive reading attitude through a good quality reading experience. In addition, the characteristics of slow reading, which emphasizes various activities together, are believed to be able to increase students' expressiveness when combined with writing activities. And the changes of students were made to examine the qualitative changes as well as quantitative changes by using questionnaires, activity sheets, and language network programs as analysis tools. Specific research methods were established in the following Chapter III. In this study, 78 first-year students of Y Middle School in Jeonju, Jeollabuk-do were selected for the study. The reason is that the first graders in middle school are relatively easy to link various activities required for slow reading and they are in line with the purpose of this study in that they are beginning to decrease their interest in reading. A preliminary survey for this study was conducted in May 2020, but the specific program was applied from September 1, 2020 until February 2021. Meanwhile, the research process was largely carried out through the analysis of achievement criteria, selection of topics, planning, application and modification of activities, and analysis stages. In addition, online and offline activity papers, questionnaires, and language network analysis programs were used as tools for examination analysis. In this study, two articles were selected as writing materials, and the class was designed with article slow reading program 1 where one can learn how to read slowly and stay in writing, and article slow reading program 2 which expands reading and writing activities. In chapter IV, the results of the Slow reading program were analyzed and presented. In terms of reading attitude, the average reading volume of students decreased a little because the external motivation such as the recommendation of parents was still strong in the reading factor of students. However, in terms of reading attitude, such as reading preference, reading motivation, reading efficacy, and reading immersion, there were quite positive changes of students in general. In terms of expressiveness, the length of words and writings used after learning slow reading has increased, and in terms of content, students tend to use the word "I" to present subjective opinions, or to consider social meaning and context when using words and to write from others' perspectives. This study found that slow reading class can help first graders in middle school develop positive attitudes toward reading and develop their expressive power through writing. In particular, students showed the ability to release the burden of reading, to think for themselves, and to learn the value of reading and the pleasure of learning through slow reading and various activities emphasized in slow reading. Therefore, slow reading classes have an educational meaning that by providing a positive reading experience to middle school students, readers can prevent them from staying away from books and develop their thinking and expressive skills in terms of individual students. And in order to further expand these changes, it is necessary to secure enough time for students to stay and think about the topics in reading education at scene of a school.