독서 지도의 궁극적 목적은 평생 독서자가 되게 하는 것이다. 구슬이 서 말이라도 꿰어야 보배이듯이 글을 읽을 수 능력을 가지고 있는 것이 중요한 게 아니라 오히려 글을 실제로 읽는 행위가 중요한 것이다. 한국의 제도권 교육에서 발견되는 독서지도의 문제는 가정에서든 학교에서든 학생들에게 무조건 읽으라는 식의 강요된 독서지도 형태이다. 그리고 독서 텍스트의 ...정확한 수준별 내용별 분류 문제와 단계화가 안 되어 있다. 또한 전문성을 가진 독서 지도교사의 부재 현상도 현장교육에서의 독서지도를 어렵게 만드는 요인 중의 하나이다. 학교 독서 지도에서 해결해야 할 과제는 첫째, 독서지도를 담당할 독서전문가의 양성을 필요로 한다. 둘째, 일방적인 지시적 수동적 독서지도보다는 학생들이 스스로 책을 선택하고 능동적으로 독서하도록 안내해야 한다. 셋째, 다양한 학교 독서 행사를 통하여 독서 동기를 부여해야 한다. 넷째, 학생들이 인터넷을 즐기므로 독서지도에서 인터넷을 적극적으로 활용하면 독서 동기를 부여할 것이다. 다섯째, 학생들은 교과 학습에 대한 부담 때문에 책을 읽지 않으므로 교과학습과 연계된 독서지도를 하게 되면 독서의 효과를 실감하게 된다. 여섯째, 교양과 인성의 함양에 도움이 되는 독서지도가 필요하다. 독서지도는 독자인 학생으로부터 출발해야 한다. 학생들이 좋아하고, 학생들이 유익하다고 생각하고, 학생들이 마음으로부터 독서의 필요성과 즐거움을 깨닫는 것이 중요하다.
The eventual purpose of reading teaching is to make the lifelong reader. As the beads become a treasure when they are thread on a needle, the actual reading act is more important than reading ability. The problem of reading education in Korea is to request strongly for the students to read the books unconditionally. Another problem is that we do not have the book lists by the difficulty levels and the thema. And also we do not guide how to read pecifically and systematically because there are not reading specialists in the schools. We have many problems to solve in reading teaching. The first, We need to cultivate many reading specialists. Secondly, we should guide to select books for themselves and read actively. The third, we must stimulate reading motives of students through the various school events related to reading. The fourth, The fourth, we need to teach reading by using the internet networks and stimulate the reading needs of students. The fifth, we must teach reading to relate to other subjects areas so that the students know to be useful and helpful in their learning and study. The sixth, we need to foster the students` cultures and moralities through the book reading. We must start to teach reading from students` conditions. We need to guide reading method to the student so that they realize for the book reading to be useful and joyful and they like to read.
The aim of this chapter is to delineate a specific perspective to tracing children’s developing understandings of genre writing; this is described as a socially-situated, intertextual process that is ...mediated by interaction. The discussion focuses on two writing conferences in two 5th grade Greek classrooms (characterized by a working-class and a middle-class student population, respectively), and attends to the discourse strategies used by participants, teachers and students, for the construction of the thematic and interactional structure of these units. The analysis provides evidence on the discourse processes through which children of different sociocultural groups gain access to literacy learning and considers how the learning contexts created through talk within each writing conference may in fact, limit or facilitate children’s access to learning opportunities. To attain this aim, I proceed as follows: Rather than analyzing conference discourse through a pre-established set of descriptive categories, attention is directed to the way by which the teacher and the children navigate through discourse patterns and varying perspectives to reflect upon narrative texts and construct a “shared” pool of the criteria that make a school narrative text effective (according to communicative standards co-constructed within each classroom community). The questions I raise are the following: How does the teacher cooperate with the children and how do all participants manage to coordinate their varying resources and construct a “shared” perspective toward meaning making? Is this construction possible in all cases and on what factors does it depend? The conferences under investigation point to two distinct styles of knowledge construction, i.e., scaffolded versus collaborative learning. While, on the theoretical front, these two styles seem to be differentiated in rather clear-cut terms, the data reveal a more complicated picture. This chapter illustrates how scaffolding attempts made by the teacher are taken up (or rejected) by the students (and vice versa) and how, through these processes, the teacher and (some of) the students, as active participants in these classroom contexts, negotiate their divergent understandings of the nature and functions of writing.
Defines "reading event," as describing sources of meaning children may draw upon to assist comprehension. Comprehension processes are identified, and a model is proposed for influencing students' ...selection of meaning sources and comprehension processes. (RH)
