• Journal of Korean Library and Information Science Society
• /
• v.39 no.3
• /
• pp.479-500
• /
• 2008

This study investigates Kim Inhue's view of reading through the analysis of reference books in Haseo-Chunjib(하서전집). As the result, he had read 123 different books ar least. He had quoted frequently $Sish{\bar{u}}$ $S{\bar{a}}nj{\bar{i}}ng$(사서삼경), $Sh{\check{i}}ji$(사기), $H{\grave{a}}nsh{\bar{u}}$(한서), $Zhu{\bar{a}}ngz{\check{i}}$(장자), $G{\check{u}}wenzh{\bar{e}}nb{\check{a}}o$(고문진보), $Ch{\check{u}}c{\acute{i}}$(초사), $W{\acute{e}}nxu{\check{a}}n$(문선). He had read books beyond the contemporary(sixteen centurtry) scholar's common list, and had enjoyed reading over the boundaries of stereotyped idea. While he had emphasized on the scripture of Confucian, had earned more knowledges for usefulness and the bases of scholarly writings by reading a wide spectrum of books.

• Journal of Fisheries and Marine Sciences Education
• /
• v.8 no.1
• /
• pp.28-40
• /
• 1996

In the last 20 years, educators have made significant advances in their thinking about how students learn and what it is that teachers ought to teach. They attempted to teach thinking s kills and designed instructional programs to facilitate learning. The purpose of this study was to review metacognitive approaches in reading comprehension instruction, and to provide some practical implications to school teachers. First, this study reviewed the concept of metacognition. Metacognition can be divided by metacognitive knowledge and metacognitive experiences. Metacognitive knowledge consists of knowledge or beliefs about what factors interact to affect the outcome of cognitive enterprises. Metacognitive experiences are executive control of one's own cognitive process, which include planning, monitorning and evaluating. Second, this study attempted to investigate the processes of reading comprehension in the metacognitively based view. Third, this study reviewed three kinds of reading comprehension instruction. In the metacognitive approaches, instruction is viewed as constructive process in which teachers and students mediate and negotiate meaning from the instructional environment. In order to enhance reading comprehension, teachers should use examples, explicit instruction, modeling, and elaboration to provide sufficient scaffolding to students. The scaffolding gradually diminishes as students learn to use and apply the reading strategies on their own. Also, students should be encouraged to attribute successful reading to the use of appropriate strategies.

• Health Policy and Management
• /
• v.9 no.3
• /
• pp.149-169
• /
• 1999

A purpose of this study is to understand Platonic View of Health in $\boxDr$Politeia$\boxUl$. Though Plato was not so much a doctor as a philosopher. he had health care of children at heart. He mapped out an ideal type of nation in $\ulcorner$Politeia$\lrcorner$. and he founded a Akademeia in order to realize his dreams. In his course of education. he put emphasis on the problem of health. He extended poetry education for mental health and physical education for physical health. He placed high value on mental health above physical health. and poetry education corresponds to our reading education of today. He perceived that reading had a considerable influence on mental health promotion. According to his assertion, life style, too. had something to do with health condition. To lead a simple. temperate life makes one' health promote, on the other hand, to lead a complicated, intemperate life makes one' health injure. Morever, he approved of a eugenic marriage and the law of jungle. If one is unable to take care of one' health oneself. he would rather die than live. We cannot accept this proposal by general consent. but we cannot be too careful of our health. We can draw out a philosophy of health from Platonic View of Health. For example. the importance of health education. the preference of mental health. the influence of reading education. and responsibility for self-care, etc. We need to establish a philosophy of health scientifically by lasting study of records.

• English Language & Literature Teaching
• /
• v.15 no.2
• /
• pp.27-49
• /
• 2009

This study aimed to explore EFL learners' beliefs and preferences about reading tasks and to examine the reading processes that they use for making sense of text. The subjects were comprised of 107 college students who were non-English majors and aged 19-28 years. Based on scores achieved on a reading comprehension test, they were divided into two groups (more-skilled and less-skilled readers) and asked to respond to a survey in class. The results of the survey revealed that: (1) a majority rate themselves as fair readers, which might be indicative of the insecurity they feel toward L2 reading; (2) authentic texts (especially magazines) and popular media appear to be their favorite reading materials; (3) unknown vocabulary is a major impediment to their L2 reading comprehension; (4) the more-skilled readers manifest a meaning centered view of reading, whereas the less-skilled readers center on vocabulary; and (5) both groups employ a multistrategic approach to L2 reading; however, the less-skilled readers are less successful in determining the meaning of unknown vocabulary. Pedagogical implications for EFL classroom teachers are provided.

• Korean Journal of Childcare and Education
• /
• v.16 no.5
• /
• pp.127-154
• /
• 2020

Objective: This study aimed to show and analyze the flow, content, and meaning of (prospective) early childhood educators reflective thoughts entailed in the process of planning, implementing and evaluating storybook reading by analyzing reflective journals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment. Methods: The subjects of this study were 39 technical college students enrolled in an advanced major curriculum that participated in a 15-week-long 'storybook seminar' course. This study analyzed journals on storybook reading written by the students as an assignment for the storybook seminar course. Results: As a result, four categories of selecting a storybook, planning the reading of the selected storybook, actual reading of the storybook and subsequent activities were extracted according to the implementation process of storybook reading. Through this series of experiences, (prospective) early childhood educators had a childt-centered view of reading picture books, changed the method of reading picture books, re-recognized the importance of early childhood literature education, and developed a will to develop professionalism through reflective thinking. Conclusion/Implications: This study finds its meaning in showing the reflective thinking that occur within early childhood educators that plan, implement and evaluate storybook reading.

• Korean Journal of Child Studies
• /
• v.18 no.1
• /
• pp.143-162
• /
• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.

• Journal of The Korean Digital Architecture Interior Association
• /
• v.9 no.3
• /
• pp.103-111
• /
• 2009

This study examined the arrangement features in public library infant and children's reading room and provide basic material in after children's reading room space planning by studying the space features, which are valued in the environment behavioral point of view. We limited the check list to libraries built after year 2000 that are located around Seoul and from 5 libraries with children reading rooms. After analyzing items by the space features, considering children's environment behavior, pleasantness was most favorable, children scale, safety, comfortableness, flexibility followed in order. It shows the basic surroundings and the furniture that composes the children's reading room are relatively favorable, but in the other hand, it seems that reading rooms lack the ability to form an environment that can adapt to children's growth, inducting new activity areas flexibly or rearrange them. there are limitations to getting the children's needs objectively and significantly, so survey research, interview research and not only studying Korean's but comparing and analyzing with foreign country's cases will be needed.

• Journal of the Korean Society for Library and Information Science
• /
• v.57 no.2
• /
• pp.31-50
• /
• 2023

The aim of this study is to explore the purpose and method of reading by examining relevant research from various academic fields. According to the reading theory in the Cho-seon Dynasty, reading was classified as either a way of gaining fame, becoming a gentle man, or solving problems. However, this views have been largely replaced by the belief that reading serves two main purposes: self-discipline and practical usage in this study (Confucian perspectives have been excluded from this approach). The traditional reading method, known as sukookdok-jeongsa, influenced by Chu-tzu's reading, emphasized a fluent reading and a deep reading. A fluent reading (sukookdok) method involved a reading aloud, memorizing, and a repeated reading for the literal decoding. After decoding, a deep reading (jeongsa) involved a reading while taking notes, a reading with reference and a repeated reading for the optimal comprehension. A fluent reading in the traditional reading theory is succeeded by 'a reading for liberal arts' and a deep reading is succeeded by 'a reading for learning'. The sukookdok-jeongsa's various reading methods are useful enough to apply to reading education in the school library. But 'a reading for fun' did not appear in the traditional reading theory.

• Proceedings of the KIEE Conference
• /
• 2005.07c
• /
• pp.2196-2198
• /
• 2005

The luminous intensity distribution of a 1W high-power LED with a wide view angle should be concentrated to be used as a light source for an automotive reading lamp. In this paper, an optical lens made of PMMA is simulated by using an optical design software for that purpose. As the result, with the help of the devised lens, the reading light gives over 80 lx at the center of a target surface of radius of 0.2m located below 0.5m from the lamp, and a minimum of 20 lx at the perimeter of the target surface. Thus, a 1W high-power LED with an appropriate lens would suffice for an automotive reading lamp.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.22 no.2
• /
• pp.123-139
• /
• 2011

This study focuses on how the characteristics of the comics make the medium a useful reading material. To highlight how the characteristics of comics enhance the media's capacity for reading, this study analyzed several patterns of adaptation from a comic to other media. The usefulness of comics as a reading text can be summarized as follows: First, comics have alternate phases of immersion and concentration. Second, comics provide the whole view as well as speed. These two factors make the comics as an interesting reading material.