Earticle

이 연구는 2015 교육과정에 따른 중학교의 ‘한 학기 한 권 읽기’ 수업을 효율적으로 전개하 기 위하여 ‘한 권 읽기’와 관련된 교과서 단원 체제를 분석하고 수업 활동의 구성 요인을 탐색 하는 것을 목적으로 한다. ‘한 학기 한 권 읽기’는 그간의 읽기 교육에서 교과서 텍스트가 가진 일부 한계를 극복하고 자 하는 지향점으로서 한 학기 동안 한 편의 텍스트 전체를 다양한 방법으로 읽고 생각을 나 누며 표현하는 통합적 독서 활동을 강조한다. 이러한 읽기 활동이 국어 수업에 본격적으로 들 어옴에 따라 교육 현장에서는 학생들의 효과적인 한 권 읽기 수업을 계획하고 준비하는 것이 당면 과제가 되었다. 이를 위하여 본고에서는 2015 교육과정에 따른 중학교 국어 교과서를 중심으로 ‘한 학기 한 권 읽기’ 관련 단원의 기본 구성 체제인 관련 영역, 성취기준 및 학습 목표, 한 권 읽기의 교과서 반영 수준 및 학습 활동 전개 양상, 읽기 제재 목록과 도서 선정 방식 등을 비교․분석 하였고, 한 권 읽기 활동을 위한 수업 구성 요인으로서의 교수자, 학습자, 교재를 검토하였다. 그리고 이 구성 요인들이 관계적으로 보이는 수업 활동 양상을, ‘과정 중심의 활동․기능과 영역의 통합 활동․모둠 독서 활동’에 초점을 두면서 한 권 읽기 활동과 관련하여 살펴봄으로 써 교육 현장에서의 ‘한 학기 한 권 읽기’ 수업에 요구되는 기반 내용 자료를 제공하고자 하였다.

The purpose of this study is to analyze the textbook unit system related to ‘reading one volume’ and to explore the constituent factors of class activities in order to efficiently develop the ‘reading one semester’ class in middle schools according to the 2015 curriculum. ‘Reading One Book’ is the aim of overcoming some limitations of textbook texts in reading education so far, and emphasizes an integrated reading activity that reads an entire long text in various ways to shares and expresses thoughts during a semester. As these reading activities began to enter the Korean language classes, it became a challenge in the educational field to plan and prepare effective one-book reading classes for students. In this paper, targeting middle school Korean textbooks according to the 2015 curriculum, for the unit of the textbook related to ‘reading one volume’, the achievement standards and learning goals, which are the basic structure of the unit, the level of reflection of the textbook of reading one volume and learning activities, and the list of reading restrictions and the method of selecting books were analyzed. In addition, the instructor, learner, and textbooks, which are the elements of the class for the one-book reading class, were reviewed, and the class activities that these factors seemed to be related to were specifically examined in relation to the one-book reading activity. It is hoped that this research will serve as the basic content material required for the ‘reading one semester’ class in the educational field.

The use of group reading helps learners become more actively engaged in meaning making through exchanging interpretations of texts. However, relatively little published research has focused specially on the process of how learners interact with each other to read and to interpret texts in the local context. The present study therefore aims to explore how Taiwanese junior college EFL learners constructed meaning from texts while participating in peer-led story discussions. Participants were grouped into 12 heterogeneous groups, each of which consisted of four second-year students with different levels of reading ability. They read eight simplified short stories of between 600-700 headwords over a period of eight weeks. Transcribed audiotapes of four representative discussions served as the major data source and were analyzed using Rosenblatt’s (1994) definition of efferent and aesthetic transactions. Interviews and students’ reading logs were collected to find out the focus group students’ reading behaviors during the two-month long study. The findings revealed that the participants consistently moved beyond facts to critically examine the ideas given and became aesthetically involved in the text to develop reflective thoughts. By gaining new thoughts that they could not obtain while reading alone, the EFL learners helped each other extend their thinking and venture more deeply into what they read.

This study investigated how students co-constructed text meanings through collaborative reading and also the students’ perceptions on group work. Forty-one students participated in this study. These students were divided into 11 different groups and asked to translate reading texts with their group members. They were required to videotape their work on DVDs. The eight DVDs(except 3 with technical problems) were transcribed. In addition, a survey was conducted to look at participants’ reactions to the group work. Further information about the group reading was gathered by email exchanges. This study, throughout the analysis, found that the students co-constructed text meanings by 1)building vocabulary words they did not know before the reading; 2)determining text meanings using context through the act of reading; and 3)negotiating text meanings by understanding sentence and grammatical structures. The participants’ perceptions to the group work was positive. The findings imply that learning vocabulary and grammar in reading contexts are one of the effective reading instructions, and present how reading teachers should teach reading. The study also suggest teachers’ careful plan for group work

The purpose of this study was to investigate the characteristics of the English language learners' interactions while they read the selected text in a cooperative reading group. The driving research questions were as follows: (1) How did members initiate discussion topics, take turns, and finish up their talk for their reading comprehension?, and (2) What characterized the nature of those learners' participation in the context of cooperative reading group? A qualitative study design served the investigator's main objectives. Participants included four English learning students, two male and two female, in grade 4. The data collection method consisted of on-site observations, informal and formal interviews, and videorecordings of reading sessions. The results of this study suggested that second language learners establish a conversation floor for their own language learning community if teacher's support is available for their meaning-making of the text. Based on these results, some pedagogical suggestions are made for teachers to implement a cooperative reading group as one of the effective instructional strategies in Korean English classroom settings.

Objetives: This dissertation aims at developing group bibliotherapy program for alcoholics and at verifying its effects. The bibliotherapy program used for this dissertation is developed so that core therapy contents under general application to existing alcohol therapy program can be carried out through bibliotherapy institute. Methods: The objects were 10 adult men under the therapy after alcoholics diagnosis at N alcoholic therapy facility in C city. On seven objects who participated in 12 period reading therapy program, this dissertation performed an examination, prior as well as post, about subjective psychological well-being, psychological drink abstention, and alcohol disease measurement, and verified the effectiveness through qualitative analysis of the program process. Results: In conclusion, as a result of statistic analysis, prior as well as post, subjective psychological well-being, psychological drink abstention and alcohol disease measurement showed positive effect. The satisfaction with life, a subsidiary factor of subjective psychological well-being, showed a significant improvement. This dissertation performed a phenomenological analysis about participants' reaction. As a result, the participants showed positive reaction; they expressed negative feelings through protagonists and stories, thought of their problems objectively, understood themselves and others, made plans for the future, and explored solutions. Conclusions: The bibliotherapy may be a useful means to help alcoholics

In this study, the researcher analyzed the reading comprehension strategies by carrying out peer-led discussion on literature work with fifth grade of school children. This study aimed to see the concrete aspect of reading comprehension strategies studying an effect of peer-led discussion on literature work. Discussing the research result with respect to research subject, first, most of discourses relevant to text in peer-led discussion were related to comprehension. About 94% of segments relevant to reading comprehension shows most of discourses carried out in peer-led discussion are related to reading comprehension and, accordingly, the researcher could see that peer-led discussion as an activity after reading positively affected reading comprehension. Second, the concrete reading comprehension strategies were divided into eight kinds of strategies. The reading comprehension strategies contain synthesizing, questioning, inferencing, connecting, evaluating, responding, elaborating and monitoring. Strategies of highest frequency were responding, elaborating and evaluating. Through those strategies, the researcher realized that a cooperative construction of meaning is actively generated and a reciprocal action between colleagues is made up in a group reading unlike reading alone.

성경은 정경화 된 이래 기독교인들에게 다양한 모습으로 실천적 신앙을 북돋워 주 었다. 세계에서 일어나고 있는 많은 현상에 대한 의미와 해석, 기독교인의 정체성 형 성과 성숙한 삶을 위한 삶의 지침, 직면한 부정적인 삶의 현실에 대한 회복탄력성과 실존성 발휘 등이 그것이다. 그러나 유구한 시간 속에서 진행되어 온 교회의 세속화, 일탈에 의한 교회 지도자의 권위 추락과 지도력 상실, 물질만능주의에 따른 탈교회화 및 탈신앙화 등은 그동안의 성경 역할을 위축시켰을 뿐만 아니라, 개인이 형성한 자 기 가치와 세계관에 의한 삶의 선택을 가속화시키고 말았다. 현대사회는 여전히 기독 교인에게 영성 충만한 삶을 도전한다. 이 영성은 기독교 역사 가운데 요청되었던 맥 락 속에서 단편적인 영성이 아닌 통합적 영성 즉, 덕을 세우고, 영적 경험으로서의 신 앙의 신비뿐만 아니라, 현실에 대한 이성적 성찰에 기반한 실천적 지혜, 그리고 지구 적 통전성을 위한 미래적 도전 등을 포괄하는 현대적 영성이다. 이 연구는 이러한 영 성을 함양할 수 있는 ‘공동체 성경 읽기’(Public Reading of Scripture, PRS)에 주목한 다. 개인이 혼자 성경을 읽는 방식에는 여러 가지 예기치 않은 방해들이 도사리고 있 다. 그러나 공동체를 통할 때 이러한 방해들은 극복될 수 있으며, 특히 단순한 지면을 통해 성경 본문을 읽는 방식이 아닌 오디오와 드라마 기술을 통한 방식의 성경 읽기는 그 효과에 있어서 배가 이상일 수 있다. 코로나19 팬데믹은 교회의 예배, 성경 공 부, 교제, 봉사, 선교 등의 주요 활동을 위축시켰고 전체 교회의 마이너스 성장으로 이어지게 했다. 교단마다 이를 극복하고자 애쓰지만 이미 붕괴한 토대를 재단장하고 전과 같은 상황으로 복구하기엔 역부족으로 보인다. 이러한 맥락 속에서 황성국(Bill Hwang) 장로가 설립한 G&M 재단에서 벌이고 있는 운동인 ‘공동체 성경 읽기’는 혁 신적인 돌파구가 될 수 있다. 교회적으로는 그동안 위축된 교회의 본질적 사역을 재 활성화할 수 있고, 현대사회를 사는 기독교인에게는 공동체적 활동을 통한 사회적 단절 극복과 관계성 및 개방성 제공, 그리고 무엇보다 성경 본문을 통한 신앙과 영성을 함양할 수 있기 때문이다.

Since its canonization, the Bible has inspired practical faith in many ways for Christians. It has provided meaning and interpretation for many of the world's phenomena, life guidance for Christian identity formation and maturity, and resilience and Existentiality in the face of negative life realities. However, the long process of secularization of the church, the decline and loss of authority and leadership of church leaders due to deviation, and the dechurched and deconversion in the face of materialism have not only diminished the role of the Bible, but have also accelerated the life choices that individuals make based on their own self-worth and worldview. Modern society still challenges Christians to live a life filled with spirituality. This spirituality is not a fragmented spirituality, as has been called for throughout Christian history, but an integrative spirituality: a spirituality that embraces virtue building, the mystery of faith as a spiritual experience, practical wisdom based on rational reflection on reality, and future challenges for global wholeness. This study focuses on Public Reading of Scripture (PRS) as a way to cultivate this spirituality. When individuals read the Bible alone, there are many unexpected distractions. But in community, these obstacles can be overcome, and the impact can be multiplied, especially when the Bible is read through audio and drama technology rather than simply on the page. The COVID-19 pandemic has curtailed the core activities of the church such as worship, Bible study, fellowship, service, and mission, leading to negative growth for the church as a whole. Denominations are trying to overcome this, but it seems that they are not able to rebuild the foundation that has already been collapsed, and restore things to the way they were before. In this context, the G&M Foundation's “Public Reading of Scripture,” a movement founded by Elder Bill Hwang, could be a revolutionary breakthrough. For the church, it can revitalize the essential ministry of the church, which has been atrophied, and for Christians living in the modern world, it can overcome social disconnection through community activities, provide relationships and openness, and above all, cultivate faith and spirituality through the biblical text.

The purpose of the study was two-fold: to investigate the effects of a group-based book reading plus self-efficacy and outcome expectancy intervention on reading amount, perceived reading ability, reading behavior, and social cognitions and to examine influencing factors of book reading behaviors. Sixty-three sixth graders completed a ten-week book reading intervention in two experimental conditions: one with book-reading activities only and the other with a book-reading plus social cognition intervention. The control group (n=32) studied English in their regular English classes. Questionnaires were administered three times to assess the participants' social cognition, reading behavior, and perceptions of reading English books: right before and right after the intervention, and at eight weeks post intervention. The results showed positive effects of the intervention on reading amount, perceived reading ability, and reading behavior. Of the two experimental groups, the group that had received the book-reading plus social cognition intervention showed more positive results. At eight weeks post intervention, intervention effects on goal efficacy, reading behavior, and attitude toward reading were maintained. Social cognition was found to affect reading amount and behavior for the experimental groups. Research and practical implications are suggested.

본 연구 목적은 대학 교양영어 수업에 활용 가능한 소집단 협동학습 수업 프로그램을 적용하여 소집단 협동학습 이 영어 독해력과 영어 읽기동기에 미치는 영향과 소집단 협동학습 인식변화를 분석하는데 있다. 이러한 연구목적을 달성하기 위해, 충청북도의 4년제 종합대학교의 필수 교양영어 수업에 참여한 신입생 62명을 연구대상으로 2019년 9월 2일에서 12월 13일까지 실험반(34명)은 협동학습을 기반으로 한 맞춤식 소집단 협동학습으로 수업을 진행하고, 통제반(28명)은 전형적인 강의식 수업으로 진행하였다. 학습자들의 영어 능력은 학업 숙달도 영역을 영어 독해력으로, 정의적 영역은 영어 읽기 동기로 나누어 실험하였으며 실험 전 학습자들의 영어 독해력은 국가 수준 교육 성취도 평가문 제를 발췌하여 측정하였다. 연구결과는 다음과 같다. 첫째, 소집단 협동학습을 적용한 집단의 영어 독해력 점수와 소집단 협동학습을 적용하지 않은 집단의 영어독해력 점수는 통계적으로 유의미한 차이가 있다는 것을 발견하였다. 둘째, 소집단 협동학습을 적용한 집단의 영어 읽기동기 점수와 적용하지 않은 집단의 영어 읽기동기점수는 통계적으로 유의미한 차이 가 있다는 것을 발견하였다. 셋째, 소집단 협동학습을 적용한 집단의 인식변화가 실험 전과 실험 후에 통계적으로 유의미 한 차이가 있다는 것을 발견하였다. 본 연구는 대학 교양영어 수업 시 대학생들 간의 협동학습을 통해 영어 독해력, 영어 읽기동기, 협동학습 인식이 상승했으며, 이를 통한 자아정체성, 자신감 등에 긍정적 영향을 주는 것으로 나타났다.

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on.

본 연구는 독서를 활용한 진로집단상담 프로그램을 개발하고 실시하여 여자중학생의 진로정체감과 진로준비행동에 미치는 효과를 검증하고자 하였다. 이를 위해 선행 진로집단상담 프로그램 및 독서활동 프로그램 연구를 리뷰하고, 여자 중학생을 대상으로 한 요구조사를 바탕으로 독서활동을 활용한 진로집단상담 프로그램을 개발하였다. 또한 효과검증을 위해서는 실험-통제집단, 사전-사후-추수 연구설계를 활용하였다. 연구대상은 I시 소재 A중학교 3학년 학생 중 프로그램 참여를 희망하는 학생 10명을 실험집단에, 동질적인 10명의 학생을 통제집단에 배치하였다. 프로그램의 주요내용은 자기이해, 진로탐색, 실행계획 세우기, 격려하기 등이며 실험집단 연구대상에게는 주 2회, 회기당 60분씩 총 10회기에 걸쳐 프로그램을 실시하였고, 통제집단은 무처치 하였다. 연구에서 사용한 측정 도구는 진로정체감 검사, 진로준비행동 검사였다. 연구결과 실험집단의 진로정체감과 진로준비행동(자기이해, 적성 및 진로탐색) 수준이 프로그램 참여 이후 향상되었고, 추후기간까지 그 효과가 유지되는 것으로 나타났다. 마지막으로 연구의 성과와 한계를 논의하였다.

The purpose of the present study is to develop and execute a group counseling program on career through reading activity and to explore its effect on career identity and career preparation activity of female middle school students. The present group counseling program (which consists of self-understanding, exploring career path, planning, and encouraging, etc.) was developed based on results from review of various group counseling and reading activity programs and from research of female middle school students' need. Experimental-controlled group and pre, post, and follow-up experimental design were implemented. The participants in the experimental group were ten volunteer female students among third graders of A middle school in I city; another ten students were in the controlled group. For former group, the group counseling program was executed ten times (60 minute per once and twice a week); for latter group, no program was executed. During the study, test of career identity and career preparation activity were used. As a result, the present group counseling program positively affected on degree of career identity and career preparation activity of the participants.

본 연구는 이혼 가정 아동들의 자아존중감을 독서활동을 이용한 구조화된 집단놀이치료를 통해 향상시키는 것이다. 본 연구는 자존감이 낮다고 판단되어 사회복지사에 의해 의뢰된 6명의 아동을 치료 집단과 통제 집단으로 각각 2명씩 무선 배정하였다. 연구는 사전․사후 설계로 총 18회기로 구성하였으며 한 회기는 90분간 진행되었다. 각 회기는 이완활동(15분), 독서활동(30～40분), 토론활동(15분), 자유놀이활동(20～30분)으로 구성되었다. 연구결과는 첫째, 치료회기 내에서 아동들의 언어 및 행동이 긍정적으로 변화하였다. 둘째, 자아존중감이 긍정적으로 변화하였다.

The purpose of this study was to improve the self-esteem of children from the divorced families through the structured group therapy with reading activities. The children of divorce generally have poor self-esteem, and they can't efficiently cope with many negative emotional problems in their home, school, and social context. Thus the present study was designed to help the children be relaxed and express their feelings comfortably in the context of group situation through the structured group therapy because it could provide them acceptable and supportive surroundings. Especially, the present study focused on emotional relaxation, self-awareness, problem solving and frustration overcoming using reading activities. 6 subjects were referred to participate in this study by social worker, and they were randomly assigned to treatment group or control group of three. The experimental design of this study was pre-post design and the treatment program was consisted of 18 sessions (about 90 minutes per each session). Each session consisted of 4 parts of activities, that is, simple relaxation (15 minutes), reading (30～40 minutes), discussing (15 minutes), and free play (20～30 minutes). The significant results were as follows: (1) As predicted, the negative style of communication and/or behaviors were decreased gradually and appropriate communication and/or behaviors were increased as the sessions were going on. (2) They also showed improved self-esteem compared to pre-treatment phase.

This study aims to analyze problems of teaching English reading based on a teacher-centered approach and to apply a learner-centered approach through small group activity to teaching English reading for improving a learner’s satisfaction and maximizing learning effectiveness. Our traditional English education had focused on a Grammar-translation method and a Reading method for reading and grammar for a long time. But the methods had been criticized a lot because of lack of English speaking and listening ability. Therefore, a communicative approach was introduced and we have emphasized on speaking and listening ever since. But these days we need an English reading ability again in order to read lots of information and gather them through an Internet and materials. As a result, we need a new approach of teaching English reading, and we need to develop and improve it. This study will contribute to the approach to be able to improve a learner’s English reading in EFL.

연구목적: 본 연구는 음운작업기억과 음운변별에 중점을 둔 음운처리기술 그룹중재 프로그램이 자소-음소 대응관계 지식 확립에 효과가 있는지를 알아보는 것을 목적으로, 음운인식과 음운작업기억, 읽기, 쓰기능력에 미치는 영향을 확인해보고자 한다. 연구방법: 연구대상은 초등 2-4학년 경도 난독증 학생 세 명으로, 음운처리기술 그룹중재를 15회기 실시하였으며, A-B-A 설계와 중재 사전․사후를 비교하는 방법을 사용하여 음운인식, 음운작업기억, 해독, 받아쓰기, 읽기유창성, 쓰기유창성 능력의 변화를 살펴보았다. 연구결과: 연구결과, 경도 난독증 학생의 음운인식과 음운작업기억, 해독, 받아쓰기 능력이 향상되었으며, 읽기유창성, 쓰기유창성 능력도 세 명 모두에게 향상이 나타났다. 결론: 본 연구를 통해 음운작업기억과 음운변별에 중점을 둔 음운처리기술 그룹중재가 자소-음소 대응관계 지식 확립에 효과적임을 알 수 있다.

Objective: This study aims to examine whether the group intervention program for phonological processing skills, focusing on phonological working memory and phonological discrimination, is effective in establishing knowledge of phoneme-grapheme correspondence and in reading and writing fluency. Methods: Three students with mild dyslexia in grades two to four participated. The ABA design and a method of comparing the pre- and post-intervention were used. Results: The decoding, phonological recognition, and dictation scores of dyslexic students improved, and the effect was maintained even after the intervention. Reading and writing fluency and phonological working memory ability also improved in all three participations. Conclusions: The program of this study was effective in establishing knowledge of phoneme-grapheme correspondence and in reading and writing fluency.

본 연구의 목적은 초기청소년들을 대상으로 마인드맵을 활용한 집단미술치료가 읽기동기 향상에 미치는 효과성을 알아보 는 것이다. 본 연구의 대상은 I시의 K구 청소년 수련관 초등학생 5, 6학년 남녀학생 17인으로 집단미술치료를 실시하였다. 본 연구에서는 마인드맵의 다양한 기법을 미술치료 프로그램에서 활용하여 2014년 6월에서 12월까지 K구 청소년 수련관에 서 총 14회에 걸쳐 진행하였다. 연구의 결과는 마인드맵을 활용한 미술치료 프로그램이 초기 청소년의 읽기동기 향상에 긍정적인 영향을 준 것으로 드러났 다. 이것은 시각적인 집단상담의 미술치료가 사고 구조화의 도구인 마인드맵을 활용한 효과라고 보여 진다. 따라서 본 연구는 마인드맵을 활용한 미술치료가 다양한 청소년 집단의 읽기동기를 향상시켜 줄 것이라고 본다.

This study amis is to examine effects of group art therapy using mind map program for improving of reading motive to which makes early youth improve their reading motive. Subjects of this study are 17 students of fifth and sixth grade elementary school in youth in youth Training Center of K District in the I City. It was art group therapy programmed using mind map to 14 times for the early youth in youth Training Center of K District in the I city between June and December in 2014. The summary of this study shows that art therapy program using mind map has had a positive effect to early youth on improving of reading motive. This was a effects from art therapy which visual sympathy and mind map which cognitive extension. Therefore, the study suggests that group art therapy program using mind map can be applied to improve of reading motive in youth of diverse group.

Recently, many university develop various programs in goal the efficient operation and the evaluation, for example, center for teaching and learning(CTL), course portfolio and teaching portfolio etc. The purpose of this study is to introduce a general concept and character of course portfolio and a example of a course portfolio about a group- discussion study.

본 논문에서는 소집단 협동학습이 영어 수업에 끼치는 부정적인 영향들 중, 소란스러운 수업 환경과 무임승차 문제에 중점을 두어 이를 해결하기 위한 방안으로 소규모 집단 구성과 역할분담의 효율적 관리를 제안하였다. 또한, 이를 교양영어 독해 수업에 적용한 사례를 살펴보았다. 해당 수업을 수강한 대상은 본 연구자가 속한 대학의 교양필수 교과목인 ‘대학영어강독1’의 2016년도 1학기 수강자들로 총 97명의 학생들이며 이들의 토익성적 평균은 417점이었다. 우선, 소집단의 구성에 있어서 한 모둠의 인원을 4명으로 제한하였고, 학생 선택 방식과 교수자 결정 방식의 이질집단으로 구성하였다. 또한 4명의 모둠 구성원들이 2명씩 마주보고 활동할 수 있도록 자리를 배치하였다. 역할분담과 역할교대의 효율적 관리를 위해서는 각 모둠 구성원들에게 각각 발표자, 기록자, 시간 관리자, 검수자의 역할을 주고 모둠장이 매 수업마다 역할이 교대될 수 있게 관리하도록 하였다. 역할의 원활한 분담 및 교대를 위해 매 수업 시, 각 모둠별로 모둠활동지와 역할교대 확인표를 제공하고 작성하게 하였다. 이러한 소집단 구성방식과 역할분담 방안의 효과를 알아보기 위해 학생들을 대상으로 사후 설문을 시행하였다. 사례연구의 만족도 설문조사 결과, 학습자들은 현 소집단 구성 방식에 51%의 만족도를 보였다. 또한 역할분담 및 교대 관리 방식에 90%가 넘는 만족도를 보여, 이 방안이 소집단 독해활동의 무임승차 문제에 긍정적인 효과가 있음을 보여주었다.

This study suggests forming effective small groups and efficient role dividing system as practical ways to make up for some problems such as clamorous classroom environment and free-rider effects of small group-oriented cooperative learning. A case study applying these two ways to a real teaching spot was conducted in 2016 with 97 students in the first grade taking 'College English Reading 1' at Hoseo University. Students’ average TOEIC score was 417. For forming effective small groups, the number of each group's members was limited to four, and each group was formed by both student-selected and instructor-determined composition methods. And each group members sat facing each other. For managing efficient role dividing system, each member in a group was asked to take one of four roles; a reporter, a recorder, a timekeeper, and a checker. A leader of each group managed his/her group members' roles to be rotated well. To help this, a worksheet and a table to check each group member's role were offered in every class. After 10 weeks, a survey was conducted for students' satisfaction. The results of the survey showed 51% of students were satisfied with the current way of forming small groups. And over 90% of students were pleased with allocating one special role for each group member and rotating this role in every class, which means this way worked well as a good solution for the problem of free-rider effects.

본 연구의 목적은 20-30대와 40-50대의 도서소비자의 독서 동기 및 구매행태의 특성과 차이를 실증적으로 규명하는 데 있다. 분석결과 20-30대와 40-50대의 독서 동기 및 구매행태가 일부 요인에서 차이가 있음을 발견하 였다. 먼저 20-30대는 ‘오락 추구’ 동기를 가진 반면 40-50대는 ‘정보수집’, ‘정서적 안정’, ‘자아실현’, ‘습관성’ 등의 동기를 보유하였다. 20-30대는 ‘교육서’를 읽기를 선호하였던 것에 비해서 4050대는 ‘인문교양서’ 읽기를 선호하였다. 2030대는 다양한 목적을 가지고 도서를 구매한 것에 비해서(‘사회적 관계’, ‘정보수집’, ‘사회변화적 응’, ‘호기심 충족’) 4050대는 단순한 목적, 즉 서점에서 눈에 띄는 책을 즉흥적으로 구매하는 것으로 나타났다. 20-30대에 비해서 40-50대가 ‘중고서점’을 더 이용했다. 구매과정에서 활용하는 정보 채널과 관련해서, 2030대 는 온라인 및 대인 매체를 활용한 것에 비해서 40-50대는 오프라인 매체 및 독서캠페인 등을 더 활용하였다.

The purpose of this study was to find he characteristic differences shown by two age groups, 20-30 and 40-50, in terms of their reading motivations and book purchasing behaviors. The empirical analyses showed that there were statistically significant differences between the two groups. First, reading motivations were different. The age group of 2030 read books to satisfy the “fun-seeking” motivation. On the other hand, the age group of 4050 read books to satisfy such motivations as “information collection”, “emotional stability”, “self-realization”, “following habit” and the like. Second, the book genres they preferred were different. The 20-30 age group favored “educational materials”, while their counterparts more liked “liberal arts” than any other genre. Third, the purposes of their book purchasing were also different. The younger age group bought the books with such diversified purposes as “social network building”, “information collecting”, “catching-up new trend”, and “satisfying curiosity”. Meanwhile, the 40-50 age group purchased books without any specific purpose. They engaged in the impromptu purchase when encountering books in the store. Fourth, the places where they bought books were different. The 40-50 age group depended more on “second-hand stores” .Finally, the sources where book-related information was collected were different. The 2030 age group obtained information by depending upon on-line and personal network. On the other hand, the 4050 age group obtained information by using off-line measures and reading campaigns.

This article has reviewed the small group discussion courses for reading, speaking, listening, and writing at Duksung Women's University. These courses were mandated as requisite liberal arts courses in 1969. From 1969 to 1977, in the〈Reading〉, students were instructed to write essays after readings. Later, courses such as〈Study in Humanities〉,〈Human Being in Society〉, and〈Introduction to Literature〉 were introduced. As the titles, organizations, and contents of the courses changed, other courses such as〈Seminars in Philosophy〉,〈Seminars in Literature〉,〈Research Methodology and Writing〉,〈University Study Skills〉,〈Communication〉,〈Critical Reading〉, and finally〈Critical Reading and Writing〉were added. Through these courses, students were able to appreciate different perspectives and also develope their creative and critical thinking capabilities in order to prepare them for the entry into information society. In 1997 and 1998, small group discussion courses accounted for 8.3% of the total credits required for graduation. However, recently this has decreased to 3.1%. This study found that, with 2 courses,〈Critical Reading and Writing in Literature〉 and〈Critical Reading and Writing in Humanities and Natural Science〉, where writing ability was not addressed intensively, limitations were remained. Therefore, it is recommended that the university improve the quality of these courses by keeping writing as a separate course and including all four disciplines (philosophy, literature, humanities and social science, and natural science) in seminar courses.