초록 close

본 연구는 경험적․분석적 동화책 읽어주기 접근방법 및 유아의 성에 따라 유아의 이야기 구성력과 확산적 사고에 미치는 영향을 밝히는 데 목적을 두고 있다. 이를 위해 만5세 유아 40명을 대상으로 각 실험집단에 20명씩 배치하여 경험적․분석적 동화책 읽어주기 접근방법을 경험하도록 하였다. 그 결과 자신의 생각을 종합하여 다양한 사고를 할 수 있었던 경험적 접근방법을 경험한 실험집단1의 유아들이 단편적 지식만을 경험하도록 하는 분석적 접근방법을 경험한 실험집단2의 유아들보다 이야기 구성력과 확산적 사고가 증진되었다. 또한 여아가 남아보다 이야기를 구성할 때 더 많은 단어와 문장을 사용하는 것으로 나타났다. 따라서 유아의 이야기 구성력과 확산적 사고력을 향상시키는데 보다 효과적인 동화책 읽어주기 접근방법은 경험적 접근방법임을 알 수 있다.


The purposes of this study were to investigate the effects of teachers' storybook reading methods which are experiential and analytic, on young children's story construction and divergent thinking abilities. The subjects of this study were forty 5-year-old children in public kindergarten of O elementary school in Cheong-won County, Chung-buk Province, whose average age was 69.5 months. There were two experimental groups. One was experiential method group and the other was analytic method group. To assess children's story construction and divergent thinking abilities, Ko Un-nim's(1998) "Story Construction from a Picture Book" and TTCT(Torrance Tests Creative Thinking) were used. Two picture books without text, i.e., "WARUM?" (Nikolai Popov, 1997) and "Red String" (Lee, 1998) were used as pre- and post-test materials, respectively. To analyse data, mean(M), standard deviation(SD) and two-way ANCOVA were used. The results of this study showed that children of experiential method group scored significantly higher in voluntary and guided story construction abilities, in length of words and sentences and in divergent thinking ability than their counterpart. There was a signigicant experimental effects for girls in length of words and sentences than boys. The results of this study indicate that experiential storybook reading method is more effective than analytic method on improving children's story construction and divergent thinking abilities.