자료실  l  하브루타미래포럼 자료실 입니다.

저자 황지현

발행정보 전북대학교 

2018년

#첨부 : 호기심 활성화를 위한 질문중심 하브루타 프로그램의 개발 및 효과 분석.pdf

초록

The purpose of this study was to find out how question-centered Havruta lessons affect student’s ability to generate questions and activate their curiosity. The research was targeted 76 5th grade students from four classes elementary schools located J city. Among them, experimental group conducted classes with Question-centered Havruta lessons. The lessons are designed a theme-centered integration of Ethics, Korean language, Social studies and Practical arts education. This program is consisted of 6sessions, each with once in a week, and run of 40 to 80 minutes to accommodate the core activity. After choosing on the main subject as chapter 4 of 5th grade’s Ethics and integrated with Korean langage, Social study and Practical art education. The texts were selected for each session topic. The basic model of Question-centered Havruta lessons is included Finding a topic, reading and making inquiries, Mate Havruta, Bunched Havruta, the Whole Havruta, and internalizing. To see how students can change their ability to generate questions and find out the degree improvement of students curiosity through this program, pre-posting tests were conducted The results through this study are as follows. First, results of analyzing question’s level and quantity. There were significant differences in the level and the quantity. More specifically, the factual, analytical and evaluation questions were increased but, there was no significant difference in imaginary questions. This means that the question-centered Havruta program will cause students to express more curiosity in the form of questions and will have a significant impact on improving the level of questions. Second, as we looked at the effect of the question-centered Havruta program on curiosity, we found a significant improvement in the curiosity score of the experimental group compared to the control group. By type of curiosity, general intellectual curiosity and special perceptual curiosity have been enhanced, which may mean different kinds of curiosity that can be stimulated depending on the content of the program and how the program is organized. Together, we found that the question-centered Havruta program is an effective learning strategy that helps elementary school students improve their ability to generate questions and foster curiosity.

목차

Ⅰ. 서론 1

1. 연구의 필요성 및 목적 1

2. 연구 문제 3

3. 용어의 정의 3

Ⅱ. 이론적 배경 5

1. 아동의 호기심 5

2. 질문과 질문 생성 능력 11

3. 하브루타의 의의 및 원리 21

4. 선행연구 검토 29

Ⅲ. 연구 방법 33

1. 연구절차 33

2. 연구대상 34

3. 연구 설계 35

4. 검사 도구 36

5. 프로그램 개발 39

6. 자료의 처리 47

Ⅳ. 연구 결과 및 해석 48

1. 질문 생성 능력에 미치는 영향 48

2. 아동의 호기심에 미치는 영향 52

Ⅴ. 논의 56

1. 질문생성능력에 질문중심 하브루타 프로그램이 미치는 영향 56

2. 아동의 호기심에 질문중심 하브루타 프로그램이 미치는 영향 58

Ⅵ 결론 61

참고문헌