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컴퓨터를 활용한 균형잡힌 읽기·쓰기 활동이 유아의 문해발달에 미치는 영향 원문보기
(A) Study on Effects of Well-Balanced Reading and Writing Activities Using Computer on Children's Development of Literary Comprehension

  • 저자

    유화영

  • 학위수여기관

    동아대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    유아교육전공

  • 지도교수

  • 발행년도

    2004

  • 총페이지

    v, 59p.

  • 키워드

    컴퓨터활용 읽기활동 쓰기활동 유아교육 문해발달;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10070039&outLink=K  

  • 초록

    (이전원문누락) 읽기·쓰기 프로그램을 적용하지 않은 통제집단으로 나누어 실험하였다. 연구 절차는 사전검사, 그림책과 CD-ROM을 활용한 균형 잡힌 읽기·쓰기 활동의 제시, 사후 검사 순으로 이루어졌다. 사전·사후 검사에서 유아의 읽기 능력 검사 도구는 이종숙(1985)이 제시한 7단계 14개 하위단계를 사용하였으며, 유아의 쓰기 능력 검사를 위해서는 이영자와 이종숙(1985)이 제시한 유아의 쓰기 시도에 대한 분류를 사용하였다. 본 연구의 결과를 분석하기 위하여 읽기, 쓰기 검사 점수를 종속변인으로 하고 매체유형 및 성별을 독립변인으로 하여 일원변량분석과 이원변량분석을 실시하였다. 매체유형별 차를 보다 구체적으로 알아보기 위하여 사후 검증으로 5% 유의 수준에서 scheffe검증을 실시하였다. 또한 읽기 검사 점수와 쓰기 검사 점수를 피험자내 변인으로 하고, 매체유형을 피험자간 변인으로 하여 반복 측정식 이원변량분석을 하였다. 본 연구의 결과와 논의를 바탕으로 다음과 같은 결론을 얻을 수 있다. 첫째, CD-ROM을 이용한 균형 잡힌 읽기·쓰기 활동은 유아의 읽기 능력을 향상시킨다. 둘째, CD-ROM과 그림책을 이용한 균형 잡힌 읽기·쓰기 활동은 유아의 쓰기 능력을 향상시킨다. 특히 CD-ROM을 이용한 활동은 유아의 쓰기 능력 향상에 매우 효과적이다. 셋째, 유아의 읽기와 쓰기에 미친 매체 유형별 균형 잡힌 읽기·쓰기 활동의 효과는 유아의 성별에 따라 차이가 없다. 넷째, 균형 잡힌 읽기·쓰기 활동은 읽기 능력보다 쓰기 능력을 더 향상시킨다. 특히 CD-ROM을 활용함으로써 쓰기 능력은 더 향상된다. 이러한 결론을 바탕으로 하여 앞으로 컴퓨터를 활용한 균형 잡힌 읽기˙쓰기 활동의 효율성을 위해 다양한 멀티미디어를 이용한 교육과 아울러 워드프로세서를 동시에 활용한 활동이 이루어져야 할 것이며 또 컬러프린터를 준비하여 유아들이 자신의 활동을 시각적으로 확인할 수 있도록 해 주는 것이 필요하다고 제언하고자 한다.


    The purpose of this study is to determine effects of well-balanced reading and writing activities using computer on children's development of literary comprehension. For the purpose, this researcher raised the following research questions. 1. Do well-balanced reading and writing activities using cd-roms and picture books improve children's reading ability? Are there any differences in such effects between cd-roms and picture books? 2. Do well-balanced reading and writing activities using cd-roms and picture books improve children's writing ability? Are there any differences in such effects between cd-roms and picture books? 3. Are there any differences in effects of well-balanced reading and writing activities using the multimedia on children's reading ability according to those children's genders? 4. Are there any differences in effects of well-balanced reading and writing activities using the multimedia on children's writing ability according to those children's genders? 5. Are there any differences in effects of well-balanced reading and writing activities on children's reading and writing abilities in accordance with types of multimedia used? To obtain answers to these questions, this researcher surveyed 86 children, 5 in full age, from Y kindergarten located in Busan. They were classified into the group of well-balanced reading and writing using picture books, that of well-balanced reading and writing using cd-roms and the control group not using such reading and writing programs. The study was proceeded from pre-test to well-balanced reading and writing activities using cd-roms and picture books and finally to post-test. In the pre- and post-tests, children's reading ability was measured through 7 steps, consisting of 14 sub-steps, by Lee Jong Sook(1985). While, children's writing ability was evaluated using the classification of children's attempts of writing, suggested by Lee Young Ja and Lee Jong Sook(1985). For the analysis of study results, scores obtained from the reading and writing ability tests were taken as dependent variables and genders in accordance with types of multimedia used, independent variables. The none-way and two-way ANOVAs were carried out. Scheffe's test was carried out at the significance level of 5% to determine differences in accordance with types of multimedia used. In relation, scores from the two tests were taken as variables within the subjects and types of multimedia used, variables among the subjects. Then two-way ANOVA was performed whenever children's reading and writing abilities are measured. Results of the study can be summarized as follows. First, well-balanced reading and writing activities using cd-roms improved children's reading ability. Second, well-balanced reading and writing activities using picture books improved children's writing ability Especially, using cd-roms was very effective in enhancing the writing ability. Third, there were no differences in effects of well-balanced reading and writing abilities using the multimedia, on children's reading and writing abilities in accordance with those children's genders. Fourth, well-balanced reading and writing activities improved children's writing ability more than their reading ability. This was true especially when cd-roms were used. Fifth, various types of multimedia education and activities using word processors are also needed to make well-balanced reading and writing activities using computer more effective. Further it is desirable for children to check their reading and writing activities visibly by using color printers.


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