시나리오기반 그림책 읽기탐구 수업설계 탐색

Abstract

As the individual competency to actively solve real problems becomes more important in the future society, as a competency development education method focusing on student initiative, in order to apply the inquiry activity to the Korean language class in the upper grades of elementary school, we are trying to develop a class case where picture book reading exploration activities are possible. A picture book is a dynamic genre in which the reader understands the time and space created by the interaction of text and picture with background knowledge and experience. Therefore, modern picture books are being created for a variety of readers, and are used not only as literacy materials for the introductory period, but also as healing and counseling materials for readers' emotions and experiences. In particular, modern picture books go through a complex deciphering process like a riddle in the relationship between text and picture, and even the behavior of readers who read picture books affects the interpretation of picture books. First of all, educational resources for picture book reading exploration were identified by exploring the genre characteristics of picture books, the relationship between text and pictures, and factors affecting the interpretation of picture books. In addition, a scenario-based inquiry class model is reconstructed and presented as a reading inquiry class procedure by exploring an inquiry class model that enables systematic inquiry activities that enable permanent understanding without being distracted or changing learning outcomes depending on individual differences in reading inquiry. Based on this theoretical exploration, the introduction of inquiry activities in the 2015 revised 5th and 6th grade Korean textbooks for elementary school was reviewed. Therefore, as an inquiry activity to find the convergence characteristics of picture books, a class procedure for picture book reading exploration was developed and a class case was presented. The exemplified class examples can be used in reorganization classes of Korean textbooks or reading unit classes. In the systematic picture book reading exploration class design, the teacher should construct a problem situation that induces reading exploration and support the creation of inquiry questions necessary for students to establish an inquiry plan. In the future, we expect follow-up research to develop reference materials for reading exploration by exploring numerous picture books that are famous not only in Korea but also in the world, extracting picture scenes that can be explored by reading.