지난 10호까지의 글을 통해 조감하는 법,빨리 훑어읽는 법,신호어(singal words)에 주목하여 읽는 법,배경 지식을 활용하는 법에 대해 공부했다.
이 과정을 통해 긴 글의 대의를 빨리 파악하는 방법을 터득했을 것이다.
이번 호에서는 앞에서 배웠던 것을 복습하면서 단락의 전개 방식 중 '열거'에 대한 것을 공부해보자.
주어진 글에 대한 지시문을 읽고,아래 지시 사항에 따라 이번 회의 글을 분석해 보라.
1.첫 단락의 첫 문장에 형광펜을 칠하라.
2.각 단락의 첫 문장에 형광펜을 칠하고,핵심어를 찾아 표시하라.첫 문장과 나머지 문장 간의 관계를 생각해 보라.
3.각 단락 간의 관계와 이 글의 특징을 생각해 보라.
----------------------------------------------------------------------
Direction:다음 글은 교육학자 피아제의 인지발달과정 이론을 요약한 것이다.
이 글에서 인지발달 단계를 평가하는 기준을 찾아 우리말로 옮기시오.
Piaget's theory is based on the idea that knowledge acquisition is a process of continuous self-construction. Knowledge is invented and re-invented as the child develops and interacts with their surrounding world (Driscoll, 1994). Central to the theory is the idea that children actively acquire knowledge through their own actions. Fundamental to the theory are principles of cognitive theory rather than those of behavioral theory.
Within the theory, Piaget describes three types of knowledge that children acquire. They are 1) Physical knowledge - "knowledge about objects in the world, which can be gained through their perceptual properties," 2) Logical-mathematical knowledge - "abstract knowledge that must be invented," and 3) Social-arbitrary knowledge - "culture-specific knowledge learned from people within one's culture-group"(Driscoll, 1994).
The three types of knowledge form somewhat of a hierarchy. The base of the hierarchy being physical and the peak being social-arbitrary. The attainment of the specific type of knowledge is based on the hierarchy. For example, logical-mathematical knowledge cannot be attained prior to physical knowledge. As an outgrowth of this idea of a hierarchy, Piaget describes a sequence of four stages that all children must pass through in developing knowledge.
The four stages are sensorimotor(birth to age 2), preoperational(2 to 7 years), concrete operational(7 to 11 years), and formal operational(11 years on). Each stage is represented by various characteristics representative of that stage. Children pass through these stages in the same order, but not exactly at the same time. In other words, each child is expected to exhibit the characteristics of every stage at some point and to ultimately reach the fourth stage.
