학술논문
중국 초등학생의 학년, 학습수준, 성별 및 한자 조자방식(造字方式)에 따른 쓰기 오류유형 / Analysis of Writing Error Types by Grade, Level of Learning, Gender and Character-making Style on Elementary School Students of China
Document Type
Dissertation/ Thesis
Source
Subject
Language
Korean
Abstract
이 연구의 목적은 중국 초등학생의 학년별, 학습수준별, 성별 및 한자 조자방식별 쓰기 오류유형을 알아보는데 있다. 연구대상은 중국 허베이성(河北省) H시 Y구에 소재한 D초등학교 3-6학년 남·여학생 200명씩 총 800명을 선정하였다. 받아쓰기 단어목록은 단어선정 절차를 거쳐 초등학교 3-6학년까지 철자 능력에 적절하게 구성하였다. 단어선정을 위하여 초등학교 중국어 전담교사 3-6학년 각 1명씩과 중국어학을 전공한 중국인 교수 2명에게 선정된 단어목록이 받아쓰기 오류유형을 나타내는데 적절한지 자문을 받았다. 완성된 단어목록은 육서법(六書法)의 상형자(象形字), 형성자(形聲字), 회의자(會意字), 지사자(指事字)의 4가지에서 3-6학년 1등급과 2등급 단어 각각 5단어씩 총 160자를 선정하였다.이 연구의 결과는 다음과 같다. 첫째, 학년별 쓰기 오류유형은 첨가, 생략, 대치, 왜곡의 모든 쓰기 오류유형에서 3학년에서 6학년으로 학년이 올라감에 따라 쓰기 오류빈도가 감소하는 것으로 나타났다. 둘째, 학습수준별에 따른 쓰기 오류유형은 상위학생, 중위학생, 하위학생 순으로 쓰기 오류유형의 빈도가 낮은 것으로 나타났다. 셋째, 성별에 따른 쓰기 오류유형은 여학생이 남학생보다 쓰기 오류유형에서 빈도가 낮은 것으로 나타났다. 넷째, 조자방식별에 따른 쓰기 오류유형은 상형자, 형성자, 회의자, 지사자의 쓰기 오류유형의 빈도가 각각 다르게 나타났다. 다섯째, 초등학생의 쓰기 오류유형의 상호작용을 분석한 결과 학년별 쓰기 오류유형 중 첨가오류가 가장 큰 영향을 미치는 것으로 나타났다. 여섯째, 쓰기 오류유형간의 상관관계가 높은 것으로 나타났다.이 연구는 다음과 같은 제한점이 있다. 첫째, 한 학교의 학생 800명을 편의목적 표집으로 연구대상을 선정하였기 때문에 이 연구결과를 중국 초등학생 전체의 쓰기 오류유형이라고 일반화하기에는 무리가 있다. 둘째, 이 연구는 초등학생 쓰기 오류유형을 나타내는 단어분석표를 조자방식별, 등급별로 선정하는 절차를 거쳤지만 이 단어분석표가 모든 초등학생의 쓰기오류유형을 대표한다고 볼 수 없는 제한점이 있다.연구결과 후속연구에 대한 제언은 다음과 같다. 첫째, 이 연구는 조자방식별에 따른 3-6학년 1등급과 2등급 단어 160개만 대상으로 하였기 때문에 좀 더 확장된 어휘를 가지고 쓰기 오류유형을 연구해 볼 필요가 있다. 둘째, 이 연구는 받아쓰기검사로 초등학교 3-6학년의 쓰기 오류유형을 알아보았으나 문장이나 작문을 쓰게 하고 어떤 쓰기 오류유형이 나타나는지 연구해 볼 필요가 있다. 셋째, 중국의 다양한 지역을 대상으로 연구해 그 결과를 비교해보고 전체 중국 초등학생의 쓰기 오류유형이 어떻게 나타나는지 비교 연구해 볼 필요가 있다. 이 연구의 시사점이 다음과 같다. 이 연구는 중국 초등학생의 쓰기 오류 특성을 분석함으로써 중국 초등학생의 쓰기 지도를 위한 기초 자료를 제공하였다. 이 연구의 결과에 따라 중국 현장교사들은 초등학생의 쓰기중재를 할 때 조자방식별 쓰기 오류 하위유형의 특성을 고려한 교수방법을 고안할 필요가 있다.
This study was to find out about writing error types on elementary school students of China. This study was conducted to find out the types of writing errors of elementary school students by grade, learning level, gender, and Chinese character shapping methods. Subject of this study were 800 students at D Elementary School in the Y district of H city, Hebei Province, China. By 200 students in the third, fourth, fifth and sixth grades, a total of 800 students were selected each 400 male and female students. The school of this study subject was a general elementary school with a total number of 2,320 students, and 84 teachers, including principals. The dictation list went through word selection to see if the spelling ability of elementary school students from the third to sixth grades was appropriate. A list of words selected by one teacher in the third, fourth, fifth and sixth grades of Chinese in elementary schools and two professors who majored in Chinese was consulted on whether they were appropriate to indicate the type of dictation error.The findings of this study were as follows. First, the analysis of writing error types by grade shows that the rate of appearance of writing error generally decreases as the grade increases from 3rd to 6th grade from all writing error types. Second, according to the analysis of writing error types by learning level, the lower students in all writing error types were found to be higher than the middle and upper students. Third, as a result of analyzing the writing error type by gender, male students can know higher than female students in all writing error types. Fourth, as a result of analyzing the writing error type according to the words method, the error frequency and ratio of hieroglyphics, formers, conferenceers, and branchers are different in all writing error types. Fifth, grade by grade was considered to have had the greatest impact on error type addition. Sixth, the correlation between writing error patterns was analyzed and presented, and it was found that the correlation between writing error patterns that showed the writing development of elementary school students was very high.This study has the following limitations: First, since 800 students from a school were selected as subjects for the study for convenience purposes, it is difficult to generalize this study as a type of writing error for all Chinese elementary school students. Second, this study has gone through the process of selecting word analysis tables representing elementary school student writing error types by ancestor method and grade, but there is a limitation that this word analysis table cannot represent all elementary school students' writing error types.Suggestions for follow-up research through this study were as follows. First, it is necessary to track down the writing situation and grades of subsequent students and how to guide teachers and study them qualitatively. Second, due to the wide range of causes and causes affecting writing errors, further research needs to be conducted on writing expressions in elementary school students through more diverse studies. Third, the study only studied writing errors and cause analysis by students, and in-depth research on teachers and schools needs to be carried out in the future.
This study was to find out about writing error types on elementary school students of China. This study was conducted to find out the types of writing errors of elementary school students by grade, learning level, gender, and Chinese character shapping methods. Subject of this study were 800 students at D Elementary School in the Y district of H city, Hebei Province, China. By 200 students in the third, fourth, fifth and sixth grades, a total of 800 students were selected each 400 male and female students. The school of this study subject was a general elementary school with a total number of 2,320 students, and 84 teachers, including principals. The dictation list went through word selection to see if the spelling ability of elementary school students from the third to sixth grades was appropriate. A list of words selected by one teacher in the third, fourth, fifth and sixth grades of Chinese in elementary schools and two professors who majored in Chinese was consulted on whether they were appropriate to indicate the type of dictation error.The findings of this study were as follows. First, the analysis of writing error types by grade shows that the rate of appearance of writing error generally decreases as the grade increases from 3rd to 6th grade from all writing error types. Second, according to the analysis of writing error types by learning level, the lower students in all writing error types were found to be higher than the middle and upper students. Third, as a result of analyzing the writing error type by gender, male students can know higher than female students in all writing error types. Fourth, as a result of analyzing the writing error type according to the words method, the error frequency and ratio of hieroglyphics, formers, conferenceers, and branchers are different in all writing error types. Fifth, grade by grade was considered to have had the greatest impact on error type addition. Sixth, the correlation between writing error patterns was analyzed and presented, and it was found that the correlation between writing error patterns that showed the writing development of elementary school students was very high.This study has the following limitations: First, since 800 students from a school were selected as subjects for the study for convenience purposes, it is difficult to generalize this study as a type of writing error for all Chinese elementary school students. Second, this study has gone through the process of selecting word analysis tables representing elementary school student writing error types by ancestor method and grade, but there is a limitation that this word analysis table cannot represent all elementary school students' writing error types.Suggestions for follow-up research through this study were as follows. First, it is necessary to track down the writing situation and grades of subsequent students and how to guide teachers and study them qualitatively. Second, due to the wide range of causes and causes affecting writing errors, further research needs to be conducted on writing expressions in elementary school students through more diverse studies. Third, the study only studied writing errors and cause analysis by students, and in-depth research on teachers and schools needs to be carried out in the future.