문해력 기반의 통합적 고전읽기 교육 설계 고찰－<명저읽기> 수업 사례를 바탕으로

Abstract

The purpose of this study is to present the education design measures required for effective classics reading for the improvement of literacy. Due to the 4th Industrial Revolution, including the emergence of artificial intelligence, big data, and IoT, we are facing a hyper-connected era in which everything is interlinked. With the increased importance of communication and collaboration with others, the importance of literacy to freely express one’s own opinions after reading, understanding, and judging certain writings is also becoming more important. Recently, however, the declining literacy level of Korean students is increasing and is now becoming a serious educational and social problem. Thus, this study explored the measures needed for improving the literacy level of students through the college subject of classics reading. First, this study presented the phased educational activities inclusively composed of ‘reading-speaking-listeningwriting’ activities based on the actual case of the class <Masterpiece Reading> with Lao-tzu’s <Tao Te Ching>. In particular, contrary to preceding research focusing on group discussion, this thesis presented the education design mixed with individual speaking/listening activities, as well as reading/writing activities. Furthermore, by conducting a survey this study compared the subjective perception of students who took the same course in the face-to-face and non-face-to-face methods. From the results of the analysis, overall the students showed positive responses to the integrated class activities regardless of class method. However, the results showed that it would still be necessary to complement the professor-led lecture and debate bulletin board. Also, the students thought that the activities in this class were helpful for the improvement of competencies like ‘communication, self-directedness, and problem-solving’.