독서교육 활성화 시범학교 경험에 따른 중학생의 독서활동 분석

Abstract

<Abstract> This study aims to analyze 'reading activities' in the middle schools by comparing the cases in the pilot schools running specially designed reading courses with the general schools. 710 students out of three schools in Busan were selected for this method: 1) 267 students in J middle school (pilot with specially designed reading courses); 2) 268 students in D middle school (general course work) and; 3) 175 students in a middle school (experienced a pilot scheme one year ago). The main methodology for this study is a survey. A questionnaire consists of 11 questions on reading activities of middle school students. This was designed after a review of the previous survey analyses in the field. The results of this comparative analysis confirm that most of the respondents know the importance of reading education and reading activities. Regarding this subject, there is a significant different in the responses from three schools. In details, the students in the pilot school were more motivated by the school policy than their voluntary will. The students who experienced the pilot scheme one year ago were more likely to have better knowledge about the purposes of reading. The students in the general school with limited access to reading education resulted in the lower performance in reading activities. In terms of preferred reading materials, the students in the pilot school (Group 1) prefer fantasy novels and comic books to other books. Comparatively, the students who had pilot scheme one year ago (Group 3) are more interested in general novels and self-help books. Contrastingly, there was no difference among three groups in regards to the volumes and period of reading. There was no significant difference among three groups regarding the students' choice of reading methods. Generally, they preferred intensive reading the most, then, skimming, scanning and sample reading follow in order. Among the types of reading groups, individual reading was generally preferred by three groups. Comparatively, small-group reading was most preferred by the students in the prior-pilot school, whereas the large-group reading was popular in the current pilot school. Therefore, the pilot schemes for reading education were found to have changed the middle school students' attitude and awareness of reading.