초등학생의 독서 동기에 대한 교사의 인식 및 지도 실태

Abstract

This study surveyed and analyzed teachers’ recognition and instruction realities on a reading motivation of elementary school students. Accordingly,the aim was to arrange basic data for considering the present status,problem, and solution of students’ reading motivation instruction in the reading education field. A questionnaire survey was carried out, which examined the actual condition of recognition and instruction on the reading motivation targeting elementary-school teachers who work in Daegu Metropolitan City. Most of teachers were recognizing importance of reading-motivation instruction for elementary school students, but were failing to fully recognize its specific instructional contents or method. The element, which has the greatest influence upon reading motivation of elementary school students, was taken the curiosity and immersion factors, but was responded as saying of being the most difficult even in executing its instruction. Also, what is most important out of homeroom teacher’s role for strengthening reading motivation was selected ‘the suggestion of reading task or the operation of regular reading time.’ As the current requirement for support to school or the Office of Education, the security of the reading instruction time was demanded. This is a result of revealing the real situation that the currently elementary school teachers fail to fully perform the reading instruction due to the lack of time for the reading instruction. In a survey of the actual condition for instruction by factor of reading motivation, teachers could be confirmed to be instructing with considering several reading-motivation factors in the higher self-evaluation result on reading instruction. This is also a part available for confirming that teacher’s passion is the greatest instructional content and method in the reading-motivation instruction. Seeing by reading-motivation factor, the teachers instruct more with mostly recognizing curiosity or immersion factor,but are relatively negligently addressing efficacy and challenge factors. Also,in the reading-motivation instruction, the importance factor and the score-improvement factor in reading were being guided superiorly and positively compared to the recognition factor or competition factor from other person. Especially, the instruction on avoidance factor in the reading motivation is almost not being performed. Thus, it could be known that teachers’ expansion in recognition is demanded for reading-motivation factor. Even in the instructional contents or method of reading motivation,the activity or content, which is specifically connected directly with reading motivation, was being made superficially without being designed.