초록 열기/닫기 버튼
본 연구는 국어과, 사회과, 과학과 교과서로부터 교과 교육용 텍스트 데이터베이스를 구축하고, 교과 텍스트의 이독성 수준 평정을 위한 질적 점검표를 개발하여 이독성 수준을 평정한 후, 교과별 교육용 텍스트의 특성을 분석하고 이독성 양적 요인을 측정하였다. 먼저, 초등학교와 중학교 국어, 사회, 과학 교과서 총 137권에서 텍스트를 선정하고 메타정보를 포함한 텍스트 9,945개의 데이터베이스를구축하였다. 이어서 이독성 수준 평정용 점검표를 개발하여 초‧중학교 교과 교사 35명‧43명이 텍스트 전량의 이독성 수준을 평정하고, 평정 타당성을 검증하여 교사 2인의 평정 평균값으로 텍스트의 이독성 수준을 확정하였다. 이 평정 결과를 바탕으로 교과 교육용 텍스트의 특성을 수량과 주제 분야 분포 측면에서 분석하였다. 끝으로 이독성 양적 요인으로 텍스트의 분량, 문장 길이, 어휘 난도, 어휘 다양도, 품사 비율을 선정하고, 총 11개의 하위 요인별 이독성 측정 결과를 분석하였다. 본 연구를 통해교과 학습 목적 읽기에서의 이해 정도를 고려한 이독성 관점에서 교육용 텍스트의 구성 양상을 객관적으로 검토할 수 있었으며, 교과 교육용 텍스트의 이독성 특성을 파악할 수 있었다.
In this study, an educational text database of Korean language, social studies, and science departments was established, and a qualitative checklist for measuring readability was developed. After setting the level of readability through the teacher's evaluation of the text data, the aspect of the readability composition of the educational text was identified. The characteristics were analyzed by measuring the texts by level of readability according to the quantitative factors of readability. First, texts were selected from a total of 137 Korean language, Social Studies, and Science textbooks in elementary and middle schools, and a database of 9,945 texts including meta-information was constructed. Subsequently, a checklist for readability level was developed, and the readability level of the entire text was assessed by 35 elementary and 43 middle school teachers. In particular, the readability level of the text was determined by the average evaluation value of two teachers. In order to confirm basic information related to readability, the composition pattern was examined focusing on the distribution of grades and subject fields in each textbook. It was re-analyzed and detailed according to the readability rating. Finally, the amount of text, sentence length, vocabulary difficulty, vocabulary diversity, and part of speech were selected as quantitative factors for readability. The results of readability measurement by a total of 11 sub-factors were analyzed. Through this study, it was possible to review the construction aspect of educational texts from a readability point of view considering the degree of text understanding in reading for learning purposes by subject. In addition, it was possible to grasp the readability characteristics of each subject.
키워드열기/닫기 버튼
educational text, subject-specific text, readability, degree of text complexity, reading for learning, quantitative measurement, quantitative factor(feature)
