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학술저널

한글 해독 교재 개발을 위한 디코더블 텍스트 분석 연구

This study is to critically analyze decodable books in Korean and English to obtain hints for developing decodable books in Korean. Decoding Hangul, the Korean written language, is the most important thing that forms the basis of not only Hangul literacy but also reading and learning. As a result of examining previous research, there was insufficient research that included content understanding in the process of decoding learning. However, the importance of Hangul decoding, which will serve as the foundation for reading skills that require advanced thinking, must be understood in the same context as literacy development. Decodable text is an effective material for a balanced teaching method of Hangul. However, because no analysis or development research was conducted on decodable books, it was difficult to apply them to Hangul teaching methods. Therefore, in this article, we analyzed decodable books to examine whether teaching methods suitable for the linguistic characteristics of Hangul are in place, and at the same time, suggested hints for constructing the next decoding textbook. For this purpose, the Korean and English decodable books (6 types) were analyzed based on their composition, textbook level and level hierarchy, story type, illustrations, and edition format. As a result of the analysis, the following implications were obtained for constructing Hangul decodable books. First, it is necessary to set consonants and vowels as a learning goal. Second, a sequential hierarchy must be established according to decoding difficulty. Third, the amount of learning must be optimized and gradually increased. Fourth, the content of the story must be familiar and interesting. Fifth, the interactive relationship between text and illustrations must be considered. Sixth, we must develop and construct textbooks in a format that is easy for learning. The development of decodable books for learning Hangul decoding has the following significance. First, Korean decoding education can be achieved through a balanced approach that considers both pronunciation and meaning. Second, it is possible to support early reading learners' reading without much help from a helper. Third, by providing learners with interesting and meaningful reading experiences, it can serve as a guide to take the first step toward becoming a lifelong reader.

Ⅰ. 서론

Ⅱ. 분석 대상 교재 및 검토 기준

Ⅲ. 국내외 디코더블 텍스트의 비판적 검토

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