쑥쑥몰
>
창님의 좋은 글 잘 읽었습니다.
영어에 관련된 일을 하고 계시다더니 언제나 우리 아마츄어 엄마들과는 조금 다른 느낌의 글을 올려주시니 늘 찾아서 읽게 됩니다.
특히나
세 번째 조건은 책을 읽은 후에 요약을 하라든가 시험을 본다든가 독후감을 쓰라든가 하는 평가하는 일을 최소화 하라는 것입니다.
이 말씀에 한 표 던집니다.
어디까지나 제 취향 입니다만
독서는 독서로서 충분합니다.
우리가 좋은 글을 쓰지 못하는 것은
조금 밖에 느끼지 못하기 때문이지
글쓰기의 기술을 익히지 못해서가 아닙니다.
더군다나 어릴 때의 독서는 그저 충분히 느끼고
즐기고
책을 좋아하게 해주는 활동이 되어야 합니다.
초등1학년에게조차
집요하게 따라 다니는
그놈의 독후 일기.
독후감.
독후 활동.
그것이 우리 아이들이 책을 부담스러워 하게 되고
멀리하게 되는
한 원인이 아닌지 생각해볼 일입니다.
책읽기는 그저 책읽기로 충분합니다.
사랑이 다만
사랑으로 충분하듯이...........
꼬랑지. 창님의 팬으로서 모니터 합니다.
옥의 티를 찾았습니다.
담부터는 영어로 된 부분은 꼭 해석까지 해주세요...ㅋㅋㅋ
흰 것은 바탕.
검은 것은 글씨.
독한 맘 먹고 읽으면
결국 해석이야 하겄지만......(사전 한 참 찾아서....)
안할랍니다.
날도 덥고....휴...... ^ ^
Chang님의 글입니다.
> 독서가 어떤 공부에든 좋다는 사실을 모르는 사람은 없을 것입니다. 영어공부도 예외 일 수 없습니다. 책 읽기를 많이 하는 것이 따로 문법, 작문, 단어 등을 학습하는 것보다 장기적인 관점에서는 문법, 작문, 단어 등 모든 언어 능력 부분에서 낫다는 것이 다수의 실험에서 증명 되었습니다. 문제는 아이들에게 어떻게 책 읽기를 잘 시킬 수 있을 것인가 하는 문제입니다.
>
> 요즘의 가정은 아이들을 유혹하는 많은 것들이 있습니다. TV, 컴퓨터, 게임기 등등이 그러한 종류들입니다. 이러한 유혹들 속에서 아이들이 책 읽기를 더 좋아하게 만드는 것은 쉬운 일이 아닙니다. 책 읽는 재미에 빠지게 하기 위해서는 그러한 환경을 조성해야 합니다. 바로 자유롭고, 자발적인 책 읽기(FVR: Free Voluntary reading) 환경 조성입니다.
>
> 언어교육 학자들은 FVR 환경을 조성하기 위한 최적의 조건으로 다음 세가지를 제시합니다.
>
> 1. A great deal of interesting, comprehensible reading material - 이해하기 쉽고 재미있는 많은 양의 책.
> 2. A time (and comfortable place) to read – 책을 읽을 시간과 편안한 장소
> 3. Minimum accountability – 의무감의 최소화
>
> 어찌 보면 너무 당연합니다. 당연하지만 자세히 들여다 보면 그리 실행하기가 쉽지 않다는 것을 알게 됩니다.
>
> 첫 번째 조건은 아이의 관심사를 잘 읽어야 하는 문제입니다. 부모의 관심사(아이가 이런 책을 보면 좋겠다는..)가 아니라 아이가 관심 있어 하는 종류의 책들을 항상 가까이 할 수 있도록 해주어야 한다는 것입니다. – 아이들의 관심은 부모의 생각과는 많이 다를 수가 있습니다.
>
> 두 번째 조건은 책을 읽을 시간과 장소를 제공해 줘야 한다는 것입니다. 주위가 산만하면 책에 집중할 수 없습니다. 집안 전체적으로 책을 읽는 분위기가 조성되어야 합니다. 아이만 책을 읽으라고 강요해서는 아이로 하여금 책 읽기에 재미를 붙일 수 없습니다. 많은 아이들이 잡다한 학원 공부 등에 시달리느라 차분히 책을 읽을 시간을 갖지 못하는 것도 주변에서 많이 볼 수 있는 현상입니다.
>
> 세 번째 조건은 책을 읽은 후에 요약을 하라든가 시험을 본다든가 독후감을 쓰라든가 하는 평가하는 일을 최소화 하라는 것입니다.
>
> FVR은 스스로 책을 읽는 습관을 들이는데 가장 큰 목적이 있습니다. 스스로 자신이 좋아하는 책을 자꾸 찾아 읽는 버릇만 들여주면 단어, 문법, 작문 등등의 언어적 기능은 스스로 잘 발전할 수 있다는 것입니다.
>
> Chang
>
> PS. 참고로 FVR에 관련된 아티클을 하나 첨부 합니다. – 아이들 영어교육에 관심들이 많으신 맘님들은 이러한 영어 아티클을 많이 읽으시면 자연스럽게 영어공부도 되고 영어교육에 대한 지식도 늘게 되니 일석이조의 효과가 있으니 지루하시더라도 한번 읽어 보시면 큰 도움이 되시리라 생각됩니다. 아티클에서는 제가 대충 효과가 있다고 한 부분을 설문조사를 통하여 상세한 통계자료도 제시하고 있습니다.
>
> 출처 : http://www.education-world.com/a_curr/curr007.shtml
>
> Free Voluntary Reading (FVR) Pays Big Dividends!
>
> Teacher William Marson shares his success in motivating sixth-graders to read using a program he calls Reading for Fun (RFF).
> Free Voluntary Reading (FVR) improves students’ attitudes toward reading. That’s the finding of William Marson, a sixth-grade teacher at Elim Elementary School in Hilmar, California. Parents of sixth graders who have participated in Marson’s FVR program said in a survey that their children spent the same amount or more time reading at home than they had the previous year (100 percent) and that their children seemed to enjoy reading more (91 percent).
> WHAT IS FREE VOLUNTARY READING?
> Free Voluntary Reading is just as its name states. It’s free reading; students are free to choose the materials they want to read. And it’s voluntary reading; students can choose to -- or not to -- report in-class on the reading they’ve done. Students are also free to -- or not to -- read at home.
> FVR is Sustained Silent Reading in its purest form. No requirements! No book reports. No journal entries. No chapter questions. No required home reading. "It’s a chance for students to kick back and read, no strings attached," says Marson.
> It’s a strategy voiced in numerous articles by Stephen Krashen (see below)---a strategy that Marson decided was worth a shot. Anything to motivate students who have lost interest in reading!
> "Parents and educators readily agree that reading is the key to success in school," Marson wrote in an article published in The California Reader (Spring 1997). "It is my theory that if students spend more time reading interesting and enjoyable (dare I say easy?) materials, they will learn to read better, which will in turn lead to more reading. This, ultimately, will be of tremendous life-long benefit to them."
> THE STUDIES
> In the article, Marson cites numerous studies that support the long-term benefits of increased reading. He cites Krashen, who documents numerous benefits of reading for pleasure in The Power of Reading (Libraries Unlimited, Inc., 1993). Among those benefits are
> reading comprehension is improved;
> students’ writing style improves;
> vocabulary improves; and
> spelling and control of grammar improve.
>
> A study by Anderson, Wilson, and Fielding ("Growth in Reading and How Children Spend Their Time Outside School," Reading Research Quarterly, 23) found that students who had the most success in reading came from classrooms in which
> teachers routinely read aloud to the class;
> a wide assortment of books was available;
> incentives were used to motivate students; and
> Sustained Silent Reading was scheduled during the school day.
> Marson also cites the research of Jim Trelease in The Read-Aloud Handbook, Penguin Books, 1995). Trelease wonders why 100 percent of students beginning kindergarten are enthusiastic about learning to read but, by 12th grade, only 25 percent of students read for pleasure. Trelease’s research reveals that one of the factors that produced higher reading results was the frequency of Sustained Silent Reading in school.
> SO THERE MUST BE SOME REQUIREMENTS?
> No requirements! But students in Marson’s class have lots of options -- and there are rewards for reading too!
> Each day, a 45-minute period is set aside for Reading for Fun (RFF). The first 30 to 35 minutes is for reading. A ten-minute "book talk" session follows. During book talk, students share their enthusiasm for the books they’re reading. "Book talk is the greatest advertisement for reading," says Marson. "The best part is that the advertisements come right from the kids’ mouths!"
> Of course, book talk is totally voluntary. But as the excitement builds, students want to be part of it.
> Students have other options too. Some students choose to review a book for the classroom newsletter. Marson has found that small-group sharing works too. Students share their reading excitement in small groups; then one spokesperson from each group reports to the class about the books the group has been reading.
> And there are other motivators. Each trimester, students collect stars on charts that indicate that they’ve become members of The 200 (pages) Club. As the trimester goes on, new clubs (The 400 Club, The 800 Club ...) are introduced. "In the most recent trimester, my top reader joined the The 6,600 Club!" Marson says proudly. In-class and at-home reading are included in the clubs. Marson verifies students’ in-class reading; parents verify at-home reading.
> Of course, many students are motivated to read. They would read if there was no FVR, no book talk, no 400 Club. Some students, however, need encouragement -- and that’s the intent of Marson’s free-voluntary RFF program. Some students even benefit from providing suggestions for appropriate reading. "One must be ever-mindful of the fact that poor readers need more help than others in selecting interesting and easy books to read on their own," said Marson in The California Reader. "Reading unsuccessfully for 20 or 30 minutes can serve to demotivate a student quickly."
> THE RESULTS SPEAK FOR THEMSELVES
> "Free Voluntary Reading is not a panacea, and it should definitely not be used as the only reading program," states Marson. "It can be a beneficial addition to a strong instructional reading program."
> The results of Marson’s own survey of his students’ parents supports the effectiveness of RFF/FVR.
> Twenty-three parents responded to two survey questions.
> 1. Compared to last year, how much time did your child spend reading at home? Parents said:
> • Less -- None
> • The same -- 30 percent (7)
> • More -- 70 percent (16)
> 2. How does your child seem to enjoy reading this year compared to last year? Parents said:
> • Less -- None
> • The same -- 9 percent (2)
> • More -- 91 percent (21)
> Marson tape-recorded his students’ individual reactions to a year of RFF. The kids responded positively. They liked the freedom. They liked the book talk. They liked the clubs. A more formal survey verified those findings. Students responded to the following:
> 1. How would you rate reading as an activity that brings you enjoyment?
> • Not enjoyable -- None
> • Sometimes enjoyable -- 38 percent (11)
> • Usually enjoyable -- 21 percent (6)
> • Often enjoyable -- 24 percent (7)
> • Always enjoyable -- 17 percent (5)
> 2. Describe your home-reading practice.
> • I’m a reading fanatic. I read all the time. -- 13 percent (4)
> • I choose to read at home at least once a day because I want to. -- 31 percent (9)
> • I choose to read at home often, but maybe not every day. -- 23 percent (7)
> • When I have free time, I sometimes choose to read at home. -- 13 percent (4)
> • I don’t usually choose to read in my free time, but I read when I am supposed to. -- 13 percent (4)
> • I don’t like to read at home, but I do it because my teacher or parents expect me to. -- 7 percent (2)
> • I hate to read. Reading is not fun. I don’t do it unless I have to. -- None
> 3. When finished with a book, I like to ... [Note: Students were asked to check whichever statements applied; some students checked more than one choice.]
> • Do a book report -- None
> • Do a book talk -- 21 percent (8)
> • Discuss the book with others -- 21 percent (8)
> • Write in my journal about the book -- None
> • Start another book -- 55 percent (21)
> • Other -- 3 percent (1)
> 4. Having to write or create something after reading for fun makes reading ...
> • Come alive -- 11 percent (3)
> • More fun -- 25 percent (7)
> • Less fun -- 46 percent (13)
> • Dreadful -- 18 percent (5)
> NOTE: In 1997, William Marson’s class of 32 sixth-graders was one of five sixth-grades in a rural school of 1,000 students. The school operates year-round, using a trimester system. Marson’s class in the study included 13 students who came from homes where the primary language was Portuguese. Nine students in the class were resource students. The majority of students were from working/middle class families.
> Related Sites
> • Reading Proficiency and Home Support for Literacy The effects on reading proficiency of different types of literacy materials in the home, the amount of home reading, and the opportunity to discuss reading are the focus of this National Assessment of Education Progress (The Nation’s Report Card) report.
> • Modeling Is an Important Form of Classroom Support for Literacy Learning Teachers should model reading, not only during read-alouds with students, but also by reading during Sustained Silent Reading (SSR) times.
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| ★ 그 놈의 독후감 ★ |
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글쓴이 고등어맘 등록일 2004-08-03 22:50 조회수 2,432 댓글 2 |
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| 번호 | 제목 | 글쓴이 | 등록일 | 조회 | 추천 |
|---|---|---|---|---|---|
| 6035 | [3] 답글 1개 ▼ | Chang | 2004/08/05 | 2,285 | 0 |
| 6034 | [2] 답글 1개 ▼ | 궁금맘 | 2004/08/04 | 1,919 | 0 |
| 6033 | [3] | 민서맘 | 2004/08/04 | 2,743 | 0 |
| 6032 | [13] | 속상한맘.. | 2004/08/04 | 3,498 | 0 |
| 6031 | [1] 답글 2개 ▼ | 미간 | 2004/08/03 | 2,529 | 0 |
| 6030 | [4] | 맘 | 2004/08/03 | 1,766 | 0 |
| 6029 | 발렌틴 | 2004/08/03 | 2,025 | 0 | |
| 6028 | 답글 2개 ▼ | Chang | 2004/08/03 | 2,723 | 0 |
| [2] | 고등어맘.. | 2004/08/03 | 2,432 | 1 | |
| [2] | Chang | 2004/08/04 | 1,926 | 0 | |
| 6027 | 쑥쑥 | 2004/08/03 | 2,030 | 0 | |
| 6026 | 운영자 | 2004/08/03 | 2,252 | 0 | |
| 6025 | [1] 답글 4개 ▼ | 토일 | 2004/08/03 | 1,920 | 0 |
| 6024 | 채리맘 | 2004/08/02 | 1,904 | 0 | |
| 6023 | [5] | 두 아들 .. | 2004/08/02 | 2,173 | 2 |
| 6022 | 최헤숙 | 2004/08/02 | 1,566 | 0 | |
| 6021 | [2] 답글 2개 ▼ | kimpsalm.. | 2004/08/01 | 1,987 | 0 |
| 6019 | [3] 답글 2개 ▼ | 은비맘 | 2004/08/01 | 3,318 | 0 |
| 6018 | 쭈니맘 | 2004/07/31 | 1,966 | 0 | |
| 6017 | 답글 1개 ▼ | 민이 맘 | 2004/07/31 | 1,740 | 0 |
| 6016 | 초등맘 | 2004/07/31 | 2,266 | 0 | |
| 6015 | [2] | 소현맘 | 2004/07/30 | 2,660 | 0 |
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