we are indiscreetly exposed to a lot of informations and knowledge caused to briliant development of mass media in 21th century. we takes information and knowledge what took from books ago through many variable mass media now. But there are huge gaps in quality between information and knowlegde thro...
we are indiscreetly exposed to a lot of informations and knowledge caused to briliant development of mass media in 21th century. we takes information and knowledge what took from books ago through many variable mass media now. But there are huge gaps in quality between information and knowlegde through book and through mass media. This is the reason why student need reading books for taking more good information and knowledge. The literature piece in korean textbook in now-7th education course is much lacked in both quantity and quality. Because there is a limit in textbook that incluse many literature piece. In these environment, the meaning of reading book to student is very huge. According to [2008 investigation about reading book of korean], the quantity of reading book of student in one semester is 14.0 book, which is increased to o.5 book comparisd to 13.5 book of 2007 year. In 2008 year, quantity of reading book of elementary school student is 25.8 book, middle school student is 10.1book, high school student is 6.1 book, and this investigation shows that quantity of reading book of elementary school student increased and of middle school student and high school student decreased. In elementary school student, it is estimated that this increase is caused to increasing of reading book activity in school. And this shows that more higher school, less quantity of reading book, it is estimated because reading book is low-valued in higher school because of universty-entrance education. Now, the quantity of reading book of student is decreasing in spite of student became known about reason why they should read books and teachers became known about reason why they should teach reading books and they effort. It is estimated because student spend time in mass media more than reading book. In this reality, I predicted that the reading book ability of student will increase by direct reading book teaching activity of real-educating teacher. And I expected that making reading book infravation by opening reading book class will contribute to improvement of reading book ability of student and vitalization of reading book -education. In this study, I intended to know how activity of reading book class causes to the ability and attitude of reading book of student. In this study, the meaning of reading book ability is " reading ability and vocabulrary ability which is improved by activity of reading book class, and the meaning of reading attitude is that student have positive mind about reading book and intend to read books volunteerly. And this study is intended to reveal whether activity of reading book class causes increase of student's attend about reading book and increase of quantity of reading book in real through 3-stage activity of "the introduce of discussion model-reading book-discussiong by discussion model."
This study will reveal whether 3-stage activity of "the introduce of discussion model-reading book-discussiong by discussion model." will cause to reading book ability and reading book attitude of student.
Concretely, the context of this study is next. In 2nd chapter, we will search for reader-response-theory in view of social-composition-principle in theorical background of this study and composition element of activity of reading book class in view of reading, writing, discussiong, teaching. And in 3th chapter, we will search for procedure of management of reading book class and schedule of activity of reading book class and the type of discussion and the reality of management of reading book class. And in 4th chapter, we will search for how much changed in reading book ability and reading book attitude through activity of reading book class in comparison to ex-examination by doing after-examinationn and analysis how much improved in reading book ability and reading book attitude through activity of reading book class.
we set up study subjects to perform the study.
1st, Does managing reading book class have an effect on reading book ability?
2nd, Does managing reading book class have an effect on reading book attitude?
so, we set up hypothesises to solve these study subjects.
Hypothesis 1. There will be no difference on reading book ability between students who joined managing reading book class and students who didn't joined managing reading book class.
Hypothesis 2. There will be no difference on reading book attitude beween students who joined managing reading book class and students who didn't joined managing reading book class.
we are indiscreetly exposed to a lot of informations and knowledge caused to briliant development of mass media in 21th century. we takes information and knowledge what took from books ago through many variable mass media now. But there are huge gaps in quality between information and knowlegde through book and through mass media. This is the reason why student need reading books for taking more good information and knowledge. The literature piece in korean textbook in now-7th education course is much lacked in both quantity and quality. Because there is a limit in textbook that incluse many literature piece. In these environment, the meaning of reading book to student is very huge. According to [2008 investigation about reading book of korean], the quantity of reading book of student in one semester is 14.0 book, which is increased to o.5 book comparisd to 13.5 book of 2007 year. In 2008 year, quantity of reading book of elementary school student is 25.8 book, middle school student is 10.1book, high school student is 6.1 book, and this investigation shows that quantity of reading book of elementary school student increased and of middle school student and high school student decreased. In elementary school student, it is estimated that this increase is caused to increasing of reading book activity in school. And this shows that more higher school, less quantity of reading book, it is estimated because reading book is low-valued in higher school because of universty-entrance education. Now, the quantity of reading book of student is decreasing in spite of student became known about reason why they should read books and teachers became known about reason why they should teach reading books and they effort. It is estimated because student spend time in mass media more than reading book. In this reality, I predicted that the reading book ability of student will increase by direct reading book teaching activity of real-educating teacher. And I expected that making reading book infravation by opening reading book class will contribute to improvement of reading book ability of student and vitalization of reading book -education. In this study, I intended to know how activity of reading book class causes to the ability and attitude of reading book of student. In this study, the meaning of reading book ability is " reading ability and vocabulrary ability which is improved by activity of reading book class, and the meaning of reading attitude is that student have positive mind about reading book and intend to read books volunteerly. And this study is intended to reveal whether activity of reading book class causes increase of student's attend about reading book and increase of quantity of reading book in real through 3-stage activity of "the introduce of discussion model-reading book-discussiong by discussion model."
This study will reveal whether 3-stage activity of "the introduce of discussion model-reading book-discussiong by discussion model." will cause to reading book ability and reading book attitude of student.
Concretely, the context of this study is next. In 2nd chapter, we will search for reader-response-theory in view of social-composition-principle in theorical background of this study and composition element of activity of reading book class in view of reading, writing, discussiong, teaching. And in 3th chapter, we will search for procedure of management of reading book class and schedule of activity of reading book class and the type of discussion and the reality of management of reading book class. And in 4th chapter, we will search for how much changed in reading book ability and reading book attitude through activity of reading book class in comparison to ex-examination by doing after-examinationn and analysis how much improved in reading book ability and reading book attitude through activity of reading book class.
we set up study subjects to perform the study.
1st, Does managing reading book class have an effect on reading book ability?
2nd, Does managing reading book class have an effect on reading book attitude?
so, we set up hypothesises to solve these study subjects.
Hypothesis 1. There will be no difference on reading book ability between students who joined managing reading book class and students who didn't joined managing reading book class.
Hypothesis 2. There will be no difference on reading book attitude beween students who joined managing reading book class and students who didn't joined managing reading book class.
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