비주얼 싱킹을 활용한 고전 소설 수업이 중학생의 국어 수업에 미치는 효과

Abstract

Objectives The purpose of this study is as follows. First, we examine how learners have perceptions of Korean (classical) classes in the school field. Second, we examine the effects of classical fiction classes linked to visual thinking on learners' interest, confidence, attitude, and anxiety through pre-examination and post-examination. Third, by examining learners' responses to open questions about visual thinking, we examine the effect of classical novel classes linked to visual thinking on learners.
 Methods A test was conducted on 165 middle school students in Incheon to measure variables related to visual thinking. We tried to analyze the results by collecting data through activity papers and questionnaires. The questionnaire was reviewed by experts (one Korean language professor and one Ph.D. in education) and divided into a pre-test and a post-test, and a survey was conducted to find out students' reactions to classical novel classes using visual thinking. The results of the survey were analyzed using SPSS 26.0, and open questions and activity papers were analyzed in content. Details of the analysis are as follows. In order to examine the effectiveness before and after the program, descriptive statistics were compared and analyzed for learners' pre- and post-test results.
 Results Compiling the results of a survey of students after Korean language classes using visual thinking, it was found that classes using visual thinking were generally more satisfactory in the areas of learners' interest, confidence, attitude, and anxiety than conventional text-oriented classes.
 Conclusions As an alternative to improving the problems of classical teaching patterns, this study could confirm the positive effect by using visual thinking in classical novel classes.