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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The purpose of the study is to develop and apply the Cloze Test which are valid and appropriate for the features of Korean Language. As an agglutinative language, Korean sentence is composed of adding dependent morphemes to it, which is quite different from the structure of English. Therefore, The structures of sentences as well as contents of texts plays an important role in comprehending texts. I suggest the followings.
1. I suggest that Korean teachers develop the Structure Cloze test and Content Cloze test as two different forms of the doze tests and make students take the test.
2. The passage in the test should be chosen considering students's level and readability. The elements related to the degree of difficulty of the passage are the features of constituent words-the ratio of concrete word to abstract words in the passage, the complexity of sentences, the repetitive elements etc. The Structure of the doze test is easier than the Content doze text, so teachers can start the Structure doze test for the students first and then teachers can raise the degree of difficulty of the Content doze text
3. When teachers delete some parts of the passage and make blanks, teachers should consider the purpose of a test and test-takers's restrictions - students can be blind or disabled. In addition, it is effective to make the descriptive evaluation frame to analyze the results of the test in advance of the test.
4. Teachers can use the exact-restoration approach to scoring to analyze the features of the test-takers and they can choose acceptable-word approach to scoring to obtain information related to learning and teaching process.
The Cloze Test can be applied to many areas of Korean classes and contain an educational significance. The educational applications of the Cloze Test can be proven in the various successful outcomes including the measurement of readability, the choice of the text appropriate for the students' level, students' teaching and learning strategies and the evaluation of Korean language proficiency.
The aim of evaluation in Korean education is not to simply analyze the results of the statistics but rather should lead to the more effective Korean classes and the guidance for the students. Teachers can check up students' proficiency of the mother tongue, Korean, and diagnose students' cognitive flow of comprehension process. Thus, I can expect to make the foundation on the Test of Korean Proficiency in order to measure and to improve students' Korean proficiency by applying the Cloze Test to the Korean classes.
1. I suggest that Korean teachers develop the Structure Cloze test and Content Cloze test as two different forms of the doze tests and make students take the test.
2. The passage in the test should be chosen considering students's level and readability. The elements related to the degree of difficulty of the passage are the features of constituent words-the ratio of concrete word to abstract words in the passage, the complexity of sentences, the repetitive elements etc. The Structure of the doze test is easier than the Content doze text, so teachers can start the Structure doze test for the students first and then teachers can raise the degree of difficulty of the Content doze text
3. When teachers delete some parts of the passage and make blanks, teachers should consider the purpose of a test and test-takers's restrictions - students can be blind or disabled. In addition, it is effective to make the descriptive evaluation frame to analyze the results of the test in advance of the test.
4. Teachers can use the exact-restoration approach to scoring to analyze the features of the test-takers and they can choose acceptable-word approach to scoring to obtain information related to learning and teaching process.
The Cloze Test can be applied to many areas of Korean classes and contain an educational significance. The educational applications of the Cloze Test can be proven in the various successful outcomes including the measurement of readability, the choice of the text appropriate for the students' level, students' teaching and learning strategies and the evaluation of Korean language proficiency.
The aim of evaluation in Korean education is not to simply analyze the results of the statistics but rather should lead to the more effective Korean classes and the guidance for the students. Teachers can check up students' proficiency of the mother tongue, Korean, and diagnose students' cognitive flow of comprehension process. Thus, I can expect to make the foundation on the Test of Korean Proficiency in order to measure and to improve students' Korean proficiency by applying the Cloze Test to the Korean classes.
목차
Ⅰ. 들머리
Ⅱ. 낱말깁기검사의 이론적 토대
Ⅲ. 국어 낱말깁기검사의 개발
Ⅳ. 마무리
참고문헌
[Abstract]
참고문헌 (23)
참고문헌 신청
1. [학위논문] - 강일석 / 1987 / 국어 문장의 이해도 검사 연구 / 석사 / 경북대학교 교육대학원
2. [학위논문] - 고병욱 / 1998 / 중등 학생의 바탕글 이해의 척도 설정 연구 / 석사 / 경북대학교 교육대학원
3. [단행본] - 교육인적자원부 / 2008 / 개정 국어과 교육과정 해설서
4. [학위논문] - 김봉순 / 1992 / 읽기 평가에 관한 비판적 고찰 / 석사 / 서울대학교 대학원
5. [학위논문] - 김정자 / 1992 / 쓰기 평가 방법 연구 -평가 기준의 설정과 그 적용을 중심 으로? / 석사 / 서울대학교 대학원
2. [학위논문] - 고병욱 / 1998 / 중등 학생의 바탕글 이해의 척도 설정 연구 / 석사 / 경북대학교 교육대학원
3. [단행본] - 교육인적자원부 / 2008 / 개정 국어과 교육과정 해설서
4. [학위논문] - 김봉순 / 1992 / 읽기 평가에 관한 비판적 고찰 / 석사 / 서울대학교 대학원
5. [학위논문] - 김정자 / 1992 / 쓰기 평가 방법 연구 -평가 기준의 설정과 그 적용을 중심 으로? / 석사 / 서울대학교 대학원
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