한자를 이용한 과학 용어 학습이 학생들의 이해도에 미치는 영향 [韩语论文]

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본 연구는 중학교 과학 교과서에서 제시된 한자 과학 용어학습 할 때, 학생들에게 한자의 음과 뜻을 정확하게 설명해 아이들의 이해도에 미치영향을 알아보기 위한 것이다. 중학교 과...

본 연구는 중학교 과학 교과서에서 제시된 한자 과학 용어학습 할 때, 학생들에게 한자의 음과 뜻을 정확하게 설명해 아이들의 이해도에 미치영향을 알아보기 위한 것이다.
중학교 과학 교과서의 한자 비율을 알아보기 위하여, 3종류의 과학교과서를 선정하여 학년별 한자어, 고유어, 외래어 분석 및 6차, 7차의 한자어, 고유어, 외래어를 비교 분석 하였다.
분석을 토대로 한자어를 50개 선정하여, 학생들에게 질문지를 통하여 난이도 조사를 하여 다시 20개를 선정하여 수업에 적용해 보았다. 연구 대상은 인천광역시 소재 중학교 2학년 학생 146명이며, 통제집단은 한자어를 그대로 수업에 적용하고, 실험집단은 한자학습(음·뜻 풀이)을 함께 수업에 적용하여 수업 전·후의 이해도 변화를 보았다. 그 결과는 다음과 같았다.
과학교과서에서 1학년, 2학년 3학년 순으로 용어수를 많이 담고 있었으며, 과목별로는 지구과학, 생물, 화학, 물리 순으로 많은 용어를 담고 있었다.
또한, 전 영역에 걸쳐 한자어가 고유어나 외래어에 비해 월등히 많은 비율을 차지하고 있었다. 학년별 일상용어와 과학용어의 비율은 모두 일상용어의 비율이 높게 나타났으며, 과학용어에서 한자어의 비율이 고유어나 외래어보다 높게 나타났다.
또한, 6차, 7차 교육과정을 비교?분석한 결과 과학용어의 한자어의 비율은 늘어난 반면, 일상용어의 한자어 비율은 감소한 것을 알 수 있다.
수업 전 후의 학생들의 이해도를 알아본 결과, 한자 학습을 함께한 실험반이 그렇지 않은 통제반에 비하여 이해도 상승의 효과를 보였다.
따라서, 교과서의 과학용어의 학습에 있어서, 학생들의 이해력을 높이기 위하여 한자 학습을 병행하는 것이 효과적인 과학용어 학습이 될 수 있을 것이다.

This study investigated when students study the scientific terms in borrowed words from Chinese in middle school science textbooks, by explaining the Chinese character meanings to students, how it helps students' degree of understanding. To find the p...

This study investigated when students study the scientific terms in borrowed words from Chinese in middle school science textbooks, by explaining the Chinese character meanings to students, how it helps students' degree of understanding. To find the proportion of the borrowed words from Chinese used in middle school science textbooks, three different textbooks were selected and an analysis of native words, borrowed words from Chinese and borrowed words from other languages in three textbooks had conducted. And then, a comparative analysis on native words, borrowed words from Chinese and borrowed words from other languages of sixth and seventh education programs were conducted. Based on the analysis, fifty borrowed words from Chinese were selected. And then, through students' questionnaires twenty words out of fifty were finally selected applied in classes. The experiment was carried out on a hundred forty six second year students in a middle school located in Incheon. The Chinese character meanings of selected words were interpreted to the students in experimental group in class where the control group was not, and the difference of degree of understanding between two groups before and after the experiment was analyzed. The experiment result was as followed. The proportion of the words which have Chinese character meanings in science textbooks was greater in order of first year, second year and third year, and by subjects, was greater in order of geography, biology, chemistry and physics. Also, throughout all areas, the proportion of borrowed words from Chinese was much greater than native words or borrowed words from other languages. In the proportions of general terms and scientific terms by grade, the proportion of general terms was greater in each grade, and in scientific term, the proportion of borrowed words from Chinese was greater than native words or borrowed words from other languages. Also, in the comparative analysis on the 6th and 7th education programs, it was found that the proportion borrowed languages from Chinese in scientific terms has increased where it has decreased in general terms.
The differences between the degrees of understanding of students are as followed.
The experimental group who are accompanied with interpretation of Chinese character meanings of scientific terms appeared to achieve a higher degree of understanding in learning. Therefore, in learning scientific terms in textbooks, to help students understanding, accompanying interpretation of Chinese character meanings of scientific terms in class will be a very effective method of learning.

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