읽기 교육에서 事前 知識의 保有 程度에 따른 지도 방안
Teaching Methods of the Prior Knowledges Based on the Knowledge Base of Students
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
本稿는 읽기 교육에서 事前 知識에 대한 지도가 보다 세분해서 이루어질 필요가 있다는 認識 하에 事前 知識 지도의 기본 方向을 再檢討하고, 그 保有 程度에 따른 지도 방안을 제안하였다. 事前 知識의 지도는 세 가지 範疇로 細分해 볼 수 있었다. 텍스트의 화제에 관련된 지식이 거의 없을 때는 지도의 主目的이 해당 화제와 관련된 주요 지식을 형성하는 데 주어져야 하며, 豫測하고 確認하기, 相補的 質問하기 등을 고려할 수 있다. 화제 지식이 조금 있을 때는 이미 알고 있는 지식을 활성화하고 정보를 共有하도록 지도하는 것이 적절하며, 豫測 案內하기와 단어 사냥하기 방법이 있다. 지식이 풍부할 때에는 이들 지식을 단순히 引出하는 데에서 그치지 않고 구조화와 조직화를 도모하도록 지도해야 하는데, 圖解 組織者 만들기와 意味網 그리기가 적절한 방안이 될 수 있다.
Abstract
Teaching Methods of the Prior KnowledgesBased on the Knowledge Base of Students Kim, Myoung-soon Reading educators have recognized the value of prior knowledge for many years. This paper found that many reading educators were strongly endeavoring to help their students activate prior knowledges before reading, however, they were little concerned about building them when their students had not knowledges about a topic.So this paper proposed that teaching methods involving prior knowledge be grouped into three categories: those that build knowledge related to a topic where little or none existed before, those that activate and build on existing prior knowledge, and those that help to organize large amounts of information. Based on these categories, several teaching methods were discussed. If teachers perceive that students know little or nothing about a topic to be studied, then methods for building the necessary information become even more important. This time, two methods can be used: a predicting and confirming activity, reciprocal questioning. Students often know something about a topic, and reading will be more meaningful if that prior knowledge is activated before they read. When teachers perceive that students know something about a topic, the methods such as an anticipation guide and a scavenger hunt are usefulness. Teachers may wonder if teaching methods of the activating prior knowledge need to introduce to reading classroom if students already know a great deal about a topic. For this occasion, the graphic organizer and the semantic map can be used as prereading methods, of course, during and after reading.