This study is for the reading education on the subject of Korean to extend the thinking ability. As you know, present sixth curriculum in Korea shows us the desirable humanbeing as a man who has hte creative and productive thinking ability. In addition, Korean education is slso based on the educatio...
This study is for the reading education on the subject of Korean to extend the thinking ability. As you know, present sixth curriculum in Korea shows us the desirable humanbeing as a man who has hte creative and productive thinking ability. In addition, Korean education is slso based on the education to improve the thinking ability for the expressive and comprehensive features. From this aspect, this study is focusing on the expansion of thinking ability on the subject of Korean, especially on the possibility of it through the reading part which accounts for 80% on the present extrance exams for college. First, as a theoritecal approach for this, wh studied the models of problemsolving process to examine the concept, constituent elements, and objects of thinking power. And in the part of the reading guidance for expansion of thinking power, we tried to show some use ful methods and programs to improve reading ability and thinking power, after looking into the correlation between reading and thinking. From this study, we found that thinking power is the mental activity which is related whth the problem-solving process in a given atsk or a problem, and it is needed knowledge, tedency, andmanuplation to e improved- that is, kowledge for problem-solving, tendency for thinking task, and the ability to handle all the knowledge and information. As the goals of thingking education, we presented the lexical power, the realistic thinking power, deductive and suppositive thinking power, logical thinking power, and critical thinking power. And then we showed theteaching-and-learning model for expansion of thinking power through the reading skill, comparing with the general model by the Korean Education Development Center. In conclusion, we found that reading education is a kind of education for thinking power, and the education for thinking power in a real teaching-and-learning aclss should be as follows. 1. Reading education should be students-centered. 2. Reading education should be thought in reading-comprehebsion. 3. Reading education should be a strategic model for the expansion of thinking power, considered the steps in problem-solving process. 4. Reading education should be a strategic reading. Finally, the effects of this study are as follos: 1. By the presentation of the concrete goals and the process, and basic elements for the expansion of thinking power in the education for thinking power, we can expect the improvement of problem-solving ability through reading. 2. Through leading students to participate voluntarily in the teachin- and- learning process, the class will be students-centered. 3. In the consideration of the relationship between reading education and thinking education, the various methods in teaching-and-learning process can be developed.
This study is for the reading education on the subject of Korean to extend the thinking ability. As you know, present sixth curriculum in Korea shows us the desirable humanbeing as a man who has hte creative and productive thinking ability. In addition, Korean education is slso based on the education to improve the thinking ability for the expressive and comprehensive features. From this aspect, this study is focusing on the expansion of thinking ability on the subject of Korean, especially on the possibility of it through the reading part which accounts for 80% on the present extrance exams for college. First, as a theoritecal approach for this, wh studied the models of problemsolving process to examine the concept, constituent elements, and objects of thinking power. And in the part of the reading guidance for expansion of thinking power, we tried to show some use ful methods and programs to improve reading ability and thinking power, after looking into the correlation between reading and thinking. From this study, we found that thinking power is the mental activity which is related whth the problem-solving process in a given atsk or a problem, and it is needed knowledge, tedency, andmanuplation to e improved- that is, kowledge for problem-solving, tendency for thinking task, and the ability to handle all the knowledge and information. As the goals of thingking education, we presented the lexical power, the realistic thinking power, deductive and suppositive thinking power, logical thinking power, and critical thinking power. And then we showed theteaching-and-learning model for expansion of thinking power through the reading skill, comparing with the general model by the Korean Education Development Center. In conclusion, we found that reading education is a kind of education for thinking power, and the education for thinking power in a real teaching-and-learning aclss should be as follows. 1. Reading education should be students-centered. 2. Reading education should be thought in reading-comprehebsion. 3. Reading education should be a strategic model for the expansion of thinking power, considered the steps in problem-solving process. 4. Reading education should be a strategic reading. Finally, the effects of this study are as follos: 1. By the presentation of the concrete goals and the process, and basic elements for the expansion of thinking power in the education for thinking power, we can expect the improvement of problem-solving ability through reading. 2. Through leading students to participate voluntarily in the teachin- and- learning process, the class will be students-centered. 3. In the consideration of the relationship between reading education and thinking education, the various methods in teaching-and-learning process can be developed.
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