읽기역량 계발을 위한 초등학교 읽기탐구활동 탐색

Abstract

This study is aimed to develop reading inquiry activities for the development of Korean language and reading competencies in elementary school by utilizing inquiry activities used as competency development educational methods in the competencies curriculum pursued as a global educational trend. To this end, a theoretical framework for the composition of reading inquiry activities was reviewed by reviewing previous studies on the types of inquiry activities in subject units and examining the relationship between inquiry and questioning, and explored cases of restructuring or reconstructing reading activities presented in the 2015 revised Korean textbook for upper grades in elementary school were studied. As a result of theoretical exploration of previous studies, the types of inquiry activities that fit the subject characteristics for each subject are classified, and reflective considerations are made on whether or not they are reflected in textbooks. Inquiry and question were closely linked in backward design, IB curriculum, inquiry-based learning, etc. In this context, in order to develop reading competencies in Korean language subjects, the principle of developing reading inquiry activities was derived, and among the units of the 2015 revised Korean textbook for upper grades in elementary school, it was reconstructed as a case of reading inquiry activities targeting practical learning. Such case studies should be continuously developed and shared as various teaching and learning materials as a kind of toolkit that can be immediately used in class. It is expected that research on the case of reconstructing reading inquiry activities targeting reading activities presented in elementary school Korean textbooks will be an important reference for developing and reconstructing reading inquiry activities in the future development of Korean textbooks or Korean language class design.