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A Study on the Development of Reading Environment and Reading Habit

  • 저자

    梁明順

  • 학위수여기관

    중부대학교

  • 학위구분

    국내석사

  • 학과

    言語藝術學科

  • 지도교수

  • 발행년도

    2001

  • 총페이지

    iii, 83 p.

  • 키워드

    독서교육 독서환경 독서습관화;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T8948937&outLink=K  

  • 초록

    The purpose of this study was to discuss how appealing reading environment and reading habit could be shaped and to help underclass elementary school students enjoy reading as p따t of their lives, as reading is a way to build up character and attain self-realization and reading habit is an infrastructure of lifelong education. It's concretely meant to create a good reading environment, to provide level-based small-group reading education, and to develop an experience-based reading activity program for reading habituation. For that purpose, a theoretical background was built on the creation of reading environment and the development of reading habit of underclass students through sequential guidance. And a survey was conducted over the third graders, their parents and teachers in the school where this researcher worked to find out the realities and problems of reading environment. Reading should be done on an autonomous basis, but the students didn'tread books on their own despite their recognition of its importance. Especially, private education institute and e-entertainment made them lose reading interest. It's one of the crucial tasks for education sector to encourage such students to direct their eyes toward reading with interest. In particular, more planned reading education is required in elementary school to develop autonomous reading habit. Next, how reading guidance was actually conducted was examined. As reading is a personal behavior, the ultimate goal of reading seems to lie in becoming a good human being as individual. But since human exists as not only individual but social member, it will be difficult to attain the goal with individual reading guidance alone. To build target-oriented reading capability, group reading is necessary to reinforce social adjustment. And group reading could produce the best results when students are educated appropriately in level-based small groups. Third, teachers need to make sustained efforts to utilize a variety of programs to activate children's post-reading activities. The reading habituation guidance resulted in making them read more books of higher quality with interest, and thereby changing their reading attitude. As discussed above, reading is widely known as the key part of personality education. As everybody knows well, there is a strong voice for the importance of reading. They have continued to pay attention to what kind of books should be read, and there are actually numerous types of recommended reading lists. But reality is a far cry from such a general perception. Reading is not a significant part of life, and it is put at stake in school education. So far, it's attempted in this study to determine how reading environment and reading habit could be created. But since the subjects in this study were just 30 children and there was some limit in theoretical approach, it's not virtually reasonable to call this attempt a full-fledged research.


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