• 한국초등과학교육학회지:초등과학교육
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• 제32권3호
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• pp.315-326
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• 2013

In this study, we investigated elementary school teachers' and students' perceptions of the reading materials in science textbooks. Participants were 181 teachers from 23 elementary schools who were teaching science and 643 third- to sixth-grade students from 12 elementary schools. A questionnaire for teachers consisted of 18 items and a questionnaire for students consisted of 11 items about their perceptions of the reading materials in science textbooks. Nine to twelve items, according to grades, examining the actual uses of each reading material in science textbooks were also included to both questionnaires. The results indicated that teachers have positive perceptions about reading materials and frequently use them in case of needs for supplement and/or enrichment of science learning. Novice teachers were found to have less positive perceptions about reading materials than expert teachers. Over 70 percent of students responded that they read all reading materials. Fifth- and sixth-grade students were tended to have less positive perceptions about reading materials than third-grade students. Finally, students tended to have more positive perceptions about reading materials than their teachers.

• 대한지구과학교육학회지
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• 제4권3호
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• pp.205-217
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• 2011

This study analyzed the reading materials presented in the existing 'Experiment Observation' targeting 31 elementary school students and conducted a preliminary investigation to examine the cause which makes the science reading materials of elementary school difficult to read. Also, on the basis of a preliminary investigation, this study developed the reading materials on science. After that, by examining the degree of understanding about existing reading materials on 'Experiment Observation' targeting 55 students of elementary schools and the newly developed reading materials targeting 44 students of elementary schools, the study proved its effect. As the result of the study, the causes for which students felt difficulty in reading were as follows: the scientific or non-scientific terms were explained by using more higher levels of Chinese characters compared to the levels of students; the scientific terms never treated in the classroom were used in the reading materials without any explanation; the overall structure of existing reading materials was distracted and listed the fragments of information, and the sentences were described complicatedly; the contents of a text and the photo materials were not connected functionally. In addition, the newly developed science reading materials were preferred by students because more various methods were devised, such as more systematic structure, arrangements of simpler sentence structure, additional explanation of scientific terms, divisions of paragraphs and postscript and their understanding was found to be improved.

• 영어어문교육
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• 제15권4호
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• pp.365-382
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• 2009

This study aims to examine the reading materials of high school English textbooks to propose the integration of the literary texts into reading materials in the classroom for development of communicative competence. Five kinds of high school English textbooks were critically examined in terms of three factors -limited text types, deficit of emotional adjectives and non-authenticity- selected by the author as characteristics of non-communicative language teaching materials. With regard to text types, more than half of the reading materials were expository and simple narratives. This imbalance of text types led materials to the deficit of emotional vocabulary. These factors seem to be closely related to the issue of authenticity of reading materials. Compared to the authentic texts, fabricated texts are likely to make reading vapid and boring task. On the basis of these results, some pedagogical suggestions are made.

• 한국도서관정보학회지
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• 제48권4호
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• pp.429-448
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• 2017

본 연구의 목적은 2015 개정 교육과정으로 개발된 고등학교 교과서의 읽기자료 특성을 조사하여 향후 독서교육 발전 방향을 제시하는 것이다. 이를 위해 국어, 수학, 영어, 통합과학, 통합사회 주요 교과를 대상으로 고등학교 교과서의 읽기자료를 분석하였고, 읽기자료의 분석 기준은 주제 유형, 목적, 학생 활동이었다. 연구 결과, 고등학교 통합사회와 통합과학 교과서에는 인간, 자유, 문화, 환경, 지구 등 다양한 주제의 읽기자료가 각 단원의 개념과 연관되어 제시되고 있었다. 특히 국어교과는 한단원에만 '한 학기에 한권의 책 읽기'라는 단원이 신설되어 있었다. 그러나 대부분 읽기자료가 효과적인 독서 전략이나 독서 방향에 대한 안내가 없으며, 읽기자료의 양이 부족하고 확장적 독서를 위한 자료나 정보가 부족함을 알 수 있었다. 교과서의 읽기자료가 각 단원의 학습 내용을 단순하게 보충하거나 개념 이해를 위한 단편적인 단서로만 제시되고 있음을 알 수 있었다. 또한, 교과의 읽기자료 제시가 나열식으로 단순하게 전개되어 있으며, 읽기자료가 학생들의 독서 흥미, 독서의 내면화 그리고 독서 확장을 위한 도구로는 미흡함을 알 수 있었다. 본 논문은 고등학교 교과서의 확장을 위한 읽기자료의 보조 자료를 제안하고, 교과서 구성 측면과 수업 방법 측면에 대한 제안을 통해 교과서와 독서교육의 발전적 관계를 모색해보았다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권2호
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• pp.129-142
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• 2017

In this study, the characteristics of the reading materials in elementary school science textbooks developed under the 2009 revised National Science Curriculum were investigated. The criteria for classifying the reading materials were the types of topic, purpose, students' activity, and presentation. The visual images in the reading materials were also analyzed from the viewpoint of type, role, caption type, and proximity type. The results indicated that the number of the reading materials in the 2009 revised science textbooks decreased compared to that of the 2007 revised science textbooks. It was also found that the frequencies of the reading materials expanding concepts of the text and/or requiring corresponding students' inquiry increased. More visual images were used in the reading materials of the 2009 revised science textbooks. However, several limitations were still found to exist; most visual images were illustration and/or picture; many visual images were presented without a caption; there was a problem in the proximity of visual image to text.

• 중국학논총
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• 제63호
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• pp.121-136
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• 2019

Graded reading is to match reading competency of readers with difficulty levels of text, based on the study of readability. This article discusses how to apply new media to develop Chinese graded reading materials which are more interesting, scientific and practical than traditional paper materials. The graded materials on the new media platform can be used for Chinese second language learners to self-study, and also for instructors to support reading and writing instruction in class or after class.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.479-490
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• 2014

In this study, we investigated the characteristics of the reading materials in the elementary school science textbooks in order to obtain implications for the effective use of them. The reading materials in the elementary school science textbooks developed under the 7th and the 2007 revised National Science Curricula were analyzed. The criteria for classifying the reading materials were the type of theme, purpose, students' activity, the type of presentation, the type of images, the role of images, and readability. The results indicated that the reading materials in the 2007 revised science textbooks are more systematic than those in the 7th science textbooks in terms of their length and their distribution among energy, matter, life, and earth areas. It was also found that various types of reading materials are presented in the 2007 revised science textbooks covering new themes such as frontier science, job opportunity and career, and environment. In addition, the reading materials in the 2007 revised science textbooks introduce more visual images and the readability of them are also better than their counterpart. However, several limitations were still found to exist in the reading materials of the 2007 revised textbooks; most of them are non-inquiry and explanatory; most of the visual images are illustration and/or pictures. Educational implications are discussed.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권4호
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• pp.463-488
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• 2010

The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics' values and roles and gave the opportunity of reflection about students' learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.

• 과학교육연구지
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• 제36권1호
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• pp.69-83
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• 2012

본 연구의 목적은 과학 교과서에 제시된 읽기자료의 문제점을 파악하기 위해 고등학교 화학I 교과서의 읽기자료를 분석하고, 과학 교사의 과학 교과서 읽기자료에 대한 인식을 조사하는 것이다. 이를 위하여 제7차 교육과정 및 2009개정 교육과정 고등학교 화학 I 교과서 각 4종을 택하여 읽기자료의 수, 내용에 따른 제시 유형과 학생의 활동에 따라 비교 분석하였다. 또한 중등 과학교사의 과학 교과서 읽기자료 활용에 대한 인식 조사를 하였다. 연구 결과는 다음과 같다. 첫째, 화학I 교과서의 읽기자료를 유형별로 분석한 결과 제7차 화학I 교과서에서는 읽기자료의 비율이 7.9%~17.1%로 나타났으며, 2009개정 화학 I 교과서는 20.6 28.2%비율로 나타났다. 2009개정 교과서의 읽기자료 비율이 증가하였음을 의미한다. 읽기자료 내용별로 분석한 결과 제7차 교육과정에서는 '생활 속 과학'이 34.3%로 가장 큰 비율을 차지하였으나, 2009개정에서는 '지식의 심화보충'이 23.7%로 가장 높게 나타났다. 학생 활동 유형별로 분석한 결과 제7차 교육과정은 읽기자료 13%만이 탐구형 자료인 것으로 나타났으나 2009개정에서는 35%가 탐구형 자료로 나타나 학생의 탐구활동 향상을 위한 교육과정 목표가 반영되었음을 시사한다. 둘째, 과학 교과서활용 실태에 대한 교사의 인식 조사 결과 67%에 해당하는 교사가 현재 과학 교과서 읽기자료를 수업에 사용하고 있으나 거의 활용하지 않는 교사도 33%나 되었다. 많은 교사들이 실생활과 관련된 통합적 교육을 위해 읽기자료가 필요하다고 응답하였으며 '생활 속 과학' 읽기자료가 교과서에 좀 더 많이 포함되어야 한다고 인식하고 있었다.

• 보건의료산업학회지
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• 제8권2호
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• pp.161-174
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• 2014

The aim of this study was to evaluate the readability and suitability of patients' education materials on DM. A total of 34 materials on DM from public health centers, general hospitals, and internet web sites were evaluated for readability by 'graded system of vocabulary', and suitability by 'The Korean version of SAM(Suitability Assessment of Materials)'. On the average, 28.3% of 1st grade reading level words, 27.1% of 5th grade level and over were included in educational materials. For suitability, 6(17.6%) were judged superior, 20(58.8%) adequate, 8(23.6%) inadequate. The reading level of the materials was higher than the recommended reading level(6th grade reading level). For suitability, most of materials were inadequate in some of items such as 'summary or review included', 'context given', 'interaction used'. It is proposed that in the development of patients' educational materials, health literacy of target population should be considered.