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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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This is the research of the teaching discourses in reading comprehension instruction. For this research, I approached the materials by the discourse analysis method.
The teaching discourses in reading comprehension instruction focused on the targets of the unit, and did the teacher's teaching behaviors. But because her instruction was too concentrated on the instruction targets, her instruction could not promoted the learners' various reactions. The contents and structures of her instructions were concentrated in the extension of the learners' strategies of reading comprehension, and tried to make them act the various and appropriates behaviors of reading comprehensions. In conclusion, she could not actualize her purpose. Her style of teaching discourse was to teacher-centered that her students could not understand the contents and her purpose of the instruction.
This research proposed that for the improvement of the instructions and students' achievement, the Korean language education should applied learner-centered accesses and the viewpoints of cognitive (and metacognitive) theories and the constructivism.
The teaching discourses in reading comprehension instruction focused on the targets of the unit, and did the teacher's teaching behaviors. But because her instruction was too concentrated on the instruction targets, her instruction could not promoted the learners' various reactions. The contents and structures of her instructions were concentrated in the extension of the learners' strategies of reading comprehension, and tried to make them act the various and appropriates behaviors of reading comprehensions. In conclusion, she could not actualize her purpose. Her style of teaching discourse was to teacher-centered that her students could not understand the contents and her purpose of the instruction.
This research proposed that for the improvement of the instructions and students' achievement, the Korean language education should applied learner-centered accesses and the viewpoints of cognitive (and metacognitive) theories and the constructivism.
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UCI(KEPA) : I410-ECN-0101-2009-710-013438993