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NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.33 no.3, 2014년, pp.549 - 557
In this study, the readability of the texts in the third and the sixth grade science textbooks developed under the 2007 revised science curriculum were analyzed in terms of word and sentence units. In the word unit analyses, the levels of the words in the texts were classified into four categories, ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
과학 교과서란? | 과학 교과서는 과학교육과정에서 제시한 목표를 달성하기 위하여 내용을 선정․조직하고 구체적으로 진술한 자료로서, 교사들의 수업 방법이나 수업 내용에 큰 영향을 미치는 매체이다(Trowbridge et al., 2004; Wellington & Osborne, 2001). | |
초등학교 과학 수업에서 교과서의 비중이 큰 이유는 무엇인가? | , 2004; Wellington & Osborne, 2001). 특히, 여러 과목을 가르쳐야 하는 초등 교사는 수업 목표, 내용, 방법 및 평가 등 모든 측면에서 교과서를 지침으로 삼으려는 경향이 크므로(Kwak, 2004), 초등학교 과학 수업에서는 교과서의 비중이 더욱 커진다. 일반적으로 교과서를 구성하는 보편적인 요소는 문자 언어이므로, 교과서의 내용 타당성이나 학습 효율성을 결정하는 것은 문자로 기술된 부분이라고 할 수 있다(Lee, 2011). | |
유의미한 교과서가 되기 위해 지도적 수준의 텍스트를 구성해야 하는 이유는 무엇인가? | 텍스트가 너무 쉬우면 학생들은 지루해지고, 반대로 너무 어려우면 학생들이 텍스트를 이해할 수없게 된다. 따라서 유의미한 교과서가 되기 위해서는 너무 쉬워서 도전 의식을 느낄 수 없는 독립적 (independent) 수준의 텍스트나 너무 어려워서 포기 하게 되는 좌절(frustration) 수준의 텍스트가 아닌 도움을 바탕으로 내용을 이해할 수 있는 지도적 (instructional) 수준의 텍스트를 구성해야 한다(Walpole et al. |
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