본 연구는 초등학생의 논술능력을 신장시키기 위해 비판적 읽기 프로그램을 개발한 후, 실제 적용하여 아동들의 논술능력에 어떤 영향을 미치는지 알아보는 데 그 목적이 있다. 이를 위하여 아동,교사집단의 요구조사를 기초로 프로그램 개발의 방향을 탐색하였고, 2007 국어과 개정교육과정을분석하여 프로그램의 목표를 설정하였으며, 내용을 선정 및 조직하여 비판적 읽기 모형과 평가방법을 개발하였다. 개발된 프로그램은 초등학교 6학년 한 학급을 선정하여 비판적 읽기 모형을 적용하여 그 효과를 사전․사후 검사를 통해 알아보았다.
연구 결과, 비판적 읽기 프로그램은 아동의 논술능력의 하위요소 중 문제해결능력을 제외한 문제파악능력, 논리적 사고력, 표현력이 통계적으로 유의한 차이를 보여 비판적 읽기 프로그램이 초등학생의 논술능력 신장에 긍정적인 영향을 나타내었음을 알 수 있다. 후속 연구로는 설득범주 제재 뿐 만 아니라 다양한 읽기 자료를 적용하여 다른 학년의 아동들을 대상으로 프로그램을 개발,그 효과를 검증해 보도록 하고, 초등학생에게 맞는 논술능력의 구성요소에 대한 연구와 비판적 읽기 프로그램을 타 교과 영역으로 확대시키는 연구가 지속적으로 이루어 지도록 제언하였다.
The purpose of this study was to develop a critical reading program geared toward fostering children's essay writing abilities, and to examine its impact on children's essay writing abilities. For this purpose, the subjects in this study were 30 students who were in the sixth grade in S elementary school located in Dobong-gu, Seoul. To test the validity and effect of the program,pre-tests and post-tests were carried out. After their essay writing abilities were assessed in the pre-test, a critical reading program was provided, the post-test conducted, and the data gathered. The application of the critical reading program had positive effects on the students' essay writing abilities: understanding of problems, logical thinking, and expression skills. Thus, this program was effective in improving the students' essay writing abilities, and is practical in its application to the classroom. In conclusion, this study is meaningful in that it attempted to present a critical reading model for instruction by adding writer and reader factors to existing text-centered critical reading. It provides essay writing education using the whole language concept involving critical reading, discussion, the asserting of one's own opinions, and listening skills.
The purpose of this study was to develop a critical reading program geared toward fostering children's essay writing abilities, and to examine its impact on children's essay writing abilities. For this purpose, the subjects in this study were 30 students who were in the sixth grade in S elementary school located in Dobong-gu, Seoul. To test the validity and effect of the program,pre-tests and post-tests were carried out. After their essay writing abilities were assessed in the pre-test, a critical reading program was provided, the post-test conducted, and the data gathered. The application of the critical reading program had positive effects on the students' essay writing abilities: understanding of problems, logical thinking, and expression skills. Thus, this program was effective in improving the students' essay writing abilities, and is practical in its application to the classroom. In conclusion, this study is meaningful in that it attempted to present a critical reading model for instruction by adding writer and reader factors to existing text-centered critical reading. It provides essay writing education using the whole language concept involving critical reading, discussion, the asserting of one's own opinions, and listening skills.
