학습유도방안과 연습유형에 따른 읽기자료의 학습효과 = The Effects of Orienting Activities and Practice Types on Reading Achievement

국문 초록 (Abstract)

이 연구는 수업전략으로서 새로운 학습내용에 주의를 집중시키는 학습유도방안(목표 및 선행조직자)과 이후 제공되는 연습활동 유형(언어정보 및 지적 기능)이 읽기자료의 학습에 어떠한 효과를 가져오는지를 밝히는데 목적을 둔 연구이다.
실험설계는 2(목표, 선행조직자)×2(언어정보, 지적 기능)요인방안이었고, 연구대상은 87명의 대학생으로 네 조건집단(선행조직자/언어정보, 선행조직자/지적기능, 목표/언어정보, 목표/언어정보, 목표/지적 기능)에 무선배치되어, 각 수업전략이 포함되어 있는 읽기자료를 학습하고 다음날 성취도검사를 받았다.
본 연구에서 얻어진 결과는 다음과 같다. 첫째, 선행조직자가 목표보다 더 효과적인 학습유도방안이었다. 둘째, 지적 기능 연습이 언어정보 연습보다 더 효과적인 연습유형이었다. 세째, 선행조직자/지적 기능 조합이 가장 우수한 학습결과를, 그리고 목표/언어정보 조합이 가장 열등한 학습결과를 초래하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of orienting activities and type of practice on reading achievement. Orienting activities and types of practice selected as variables for this study are advance organizers and objectives, verbal information and intellectual skills, respectively.
The questions to be explored in this study were as follows:
1.Are there any differences in the effects on reading achievement between advance organizers and objectives?
2.Are there any differences between achievement domains according to orienting activities?
3.Are there any differences in the effects on reading achievement between verbal information and intellectual skills?
4.Are there any differences between achievement domains according to practice types?
5.Is there an interaction effect between orienting activities and practice types?
Eighty seven college students were randomly assigned to one of four groups(advance organizer/verbal information, advance organizers/intellectual skills, objectives/verbal information, objectives/intellectual skills)and required to learn instructional design principles from two lessons of reading material. Each material included specific orienting activities(advance organizes or objectives) and different type of practice(verbal information or intellectual skills).
The results obtained in this study are as follows:
1.Subjects who were given advance organizers performed significantly better on the knowledge portion of the posttest than those who were given objectives did.
2.Subjects who received intellectual skills practice performed better on the posttest than those who received verbal information practice did, regardless of orienting activities.
3.While the most effective combination of orienting activities and practice types is advance organizers/intellectual skills, the least effective combination of the two instructional strategies is objectives/verbal information.

목차 (Table of Contents)

• Ⅰ.서론
• 1.연구의 필요성 및 목적
• 2.연구문제
• 3.용어의 정의
• Ⅱ.이론적 배경
• 1.학습과정과 수업전략
• 2.학습유도방안으로서의 선행조직자와 목표
• 3.연습의 수준과 학습효과
• Ⅲ.연구방법
• 1.실험설계
• 2.연구대상
• 3.실험자료
• 4.실험절차
• 5.측정도구
• 6.자료처리
• Ⅳ.연구결과 및 논의
• 1.연구결과
• 2.논의
• Ⅴ.결론
• 영문초록
• 참고문헌