• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.154-161
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• 2004

지식 정보화 시대의 도래에 따라 독서 교육은 인터넷과 멀티미디어를 활용한 방향으로 나아가고 있으며 그에 대한 연구도 활발하게 이루어지고 있다. 웹을 활용한 독서지도 프로그램이 많이 연구되고, 제안되고 있지만 장르 별로 세분화되어 있지 못하다. 동화나 위인전 분야는 웹을 활용한 여러 가지 활동들이 제공되고 있다. 그러나 동시분야는 웹 상에서 감상 활동에 알맞은 활동들이 제시되지 못하고 있고, 동시 감상 학습은 주로 교사와 텍스트 중심으로 이루어져 왔다. 따라서 본 연구에서는 학습자 중심의 수업활동을 통해 학습자 스스로 상상, 연상 등으로 동시를 감상할 수 있도록 웹 기반 동시 감상 지원 시스템을 설계하였다. 첫째, 초등학교 전 학년 동시를 데이터베이스화하였다. 둘째, 동시 감상과 학습활동을 읽기 전과 읽은 후 활동으로 제시하고, 활동이 끝나면 동시 낭독을 녹음할 수 있도록 하였다. 셋째, 읽기 전과 읽은 후 활동 등 동시감상 결과가 수행평가 자료로 활용될 수 있도록 하였다. 넷째, 아동들이 동시 짓기 활동에서 쉽게 시상이 떠오르게 다양한 자료를 제시하였다.

• Korean Journal of Human Ecology
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• v.21 no.5
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• pp.875-888
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• 2012

This study seeks to determine children's poem composition through an activity-based nature experiencing program and how it affects their language expression and peer interaction. This research also seeks to provide preliminary data for producing more effective lecturing and learning plans. The forty participants in the study included twenty 5-year-old children from E kindergarten and 20 5-year-old children from G kindergarten in N city. The results of the study demonstrated that children in the experimental group who experienced the poem composing activity with the nature experiencing program demonstrated a positive effect in terms of the quality of language expression as well as peer interaction. These results indicate that children's poem composing activity done with nature experiencing program could be used as a new lecture and learning method for the development of language expression and peer interaction in early childhood education.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.233-258
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• 2017

Although listening to music is the most basic musical experience that is ahead of all the other musical activities, it tends to be neglected due to lack of awareness and difficult teaching methods. This study is to compose integrative music appreciation by reflecting thoughts of children, draw children's attention to listening to music, and let them to discover and create musical concept and structures by themselves, accompanied by related activities through which children can express their thoughts and feelings with children's poem. Considering the peculiarities of three-four year-olds, it may be difficult for them to create poems individually, so we let them to write poems through small group discussion in which they can share their opinions and observe their peers' reaction. We provided a teaching method to teachers who find activities of listening to music and writing poems difficult, then we analyzed the effect. When children finished writing poems in small groups through integrative music appreciation reflecting their thoughts, they placed greater weight on preparing to listen to music at first, but going through the program, they discovered musical concepts and became active in music appreciation. In the related activity, writing poems inspired them to think creatively, listening to their peer's stories. Even children who were not interested in children's poem showed higher participation. Teachers found children's creative words to be interesting, discovering the joy of creation.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.59-80
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• 2017

Objective: The purpose of the present study was to find out the development of 4-year-old children's emerging poetry composition process and features of poetic expression through their own forest experiences. This research also aims to explore the possibility of alternative poetry education for early childhood. Methods: This study collected data from one class of four-year olds through classroom observation, interviews with teachers, and the researcher's journal entries on events that occurred during forest walking activities. Results: Research findings showed that it was possible to encourage free expression of metaphors and imagination in children and they were able to share excitement about poetry with their classmates when provided with an alternative environment. One remarkable finding was that children's spontaneous writing and pleasure in poetry did not continue when given the new theme of 'Mom and Dad'. Conclusion/Implications: The results imply that to encourage the development of children's intuitive poetic words we need to be interested in how to organize and highlight the experiences of children. This study also suggests that positive methodological and teleological changes are needed for poetry education that is separate from language education.