초록 열기/닫기 버튼
본 연구의 목적은 초등학교 4학년 학생들에게 소집단 협력학습과 직접교수에 의해 요약하기를 지도하여 이들의 독해력과 요약하기 능력이 향상되는지를 파악하는 데 있다. 초등학교 4학년 세 학급에서 총 75명의 학생들이 CS(Collaborative Summarization), 직접교수, 통제집단에 무선할당되었고 한 회기 당 20분씩 총 6회기에 걸쳐 요약하기 수업을 받았다. 요약하기 중재 결과 CS 집단은 중요한 정보 찾기와 요약의 질에서 통제집단에 비해 유의미하게 향상되었다. 하지만 이러한 중재 효과는 독해검사에서는 나타나지 않았다. 세 집단 모두 사후, 유지검사에서는 사전검사에 비해 더 짧은 요약문을 작성하였고 그 결과 사후, 유지검사에서 무관련 정보의 수는 사전검사에 비해 더 적었다. 실험집단에 배치된 2명의 읽기 위험군 피험자들은 요약하기 수업을 받은 결과 독해, 중요한 정보 찾기, 요약의 질에서 향상을 보였으나 중재의 효과는 지속되지 못하였다.
The purpose of this study was to investigate how Korean fourth graders’ performance on reading comprehension and written summarization changes as a function of instruction in summarization. Seventy five Korean fourth graders from three classes were randomly assigned to collaborative summarization (CS), direct instruction, and control groups. During six sessions of 20 min instruction, the experimental students received instruction in summarization via two instructional approaches: CS and direct instruction. Reading comprehension was assessed using three sentence verification tests. Summarization was examined in terms of identifying main ideas and including extraneous information. Writing quality was a combined rating of focus, support, and organization indices. The CS group’s performance was significantly improved on identification of main ideas and writing quality in comparison to the control group, but the benefit of CS was not reflected in reading comprehension. All three groups tended to produce shorter summaries on posttest and follow-up test than on the pretest, which led to inclusion of significantly fewer extraneous idea units on posttest and follow-up test than on the pretest. The two students at risk for reading difficulties benefited from receiving summarization instruction on reading comprehension, identification of main ideas, and writing quality, but this benefit was not durable. CS needs to be further refined to establish overarching instructional procedures that incorporate scaffolding and peer interaction.
키워드열기/닫기 버튼
cooperative learning, direct instruction, summarization, summarization rules, reading comprehensionaccidents, prevention of school safety accidents
