A study on instruction of animation text based on text grammar

Abstract

Purpose This study was initiated from the critical perspective that there is no educational curriculum that clearly reflects the characteristics of the media education, even though media education in the Korean educational curriculumis important. In the new media communication environment, video text has become a crucial communication tool. The ability to understand and express through video text has become more closely linked to real communication ability. Therefore, many studies on animation text are still in progress, and the educational value of animation text is increasing in the field of Korean education. This study is aimed at determining the importance of teaching video text to increase the communicative skills of elementary school students and establishing systematic and effective guidance model for the animation text. Method First, the concept of media literacy is considered. Through this, the concept of video text and animation text is revealed. Second, we will analyze the educational content related to animation text reflected in the curriculum and current textbooks, and find problem. For this, We analyzed data regarding animation text by analyzing 2007 Revised Curriculum and 2009 Revised Curriculum, 2015 Revised Curriculum In order to determine education. Third, the significance of Korean language education in animation text education will be discussed.Lastly, teaching and learning methods Based on it, will be proposed in a total of 6 sessions.will be proposed in a total of 6 sessions. We intend to examine the effectiveness of the teaching guidance model for animation text that reflects the current characteristics of it. Results According to the numerical analysis of the results, confirmed that the understanding of animation text based on text grammar was improved. We then compared the pre and post evaluation result and derived following conclusion. The understanding of the expression area of animation text has been improved. In particular, the recognition score for auditory expression characteristics increased. In addition, the understanding of narrative, which is a content element, has increased. The degree of understanding of fiction showed various results depending on the learner's learning experience and background knowledge. In terms of understanding of context characteristics, the scores of the experimental group increased significantly. Conclusion This study sets the animation text as a branch of the video text and reveals the characteristics of the animation text for effective guidance In the new media communication environment. And reflecting this, the purpose was to devise a guidance method. In this study, we established the guidance model for animation text and guided a class in the third grade. So We aimed at determining the importance of teaching video text to increase the communicative skills of elementary school students and establishing systematic and effective guidance model for the animation text. We then compared the pre and post evaluation result and derived following conclusion. Firstly, the guidance model for animation text help students to construct a concept of animation. Secondly, the animation learning model that consist of 3 watching steps(before watching, watching, after watching) is effective for students to understand the text because it helps to recognize the important points of watching it. Thirdly, the teaching method reflecting the characteristics of animation text's expression improved not only the ability to understand the visual expression but also the ability to understand the audio expression. Additionally, teaching about content characteristics of text can stimulate comprehension of fictiveness and narration. Lastly, teaching about context characteristics of the text can help students to watch animation using the i rown background knowledge. The motivation for this study is to draw out knowledge on text types of animation text and verify the effects of guidance model for elementary school students. We look forward to active follow-up studies on this study. For example, the content is about 'the criteria for text selection in relation to the animation text instruction in elementary school, and the systematic learning content elements and hierarchy by grade level'. Furthermore, it is expected to develop concrete and practical evaluation criteria of image text understanding.