This thesis aims to suggest a teaching-learning plan for the Word Spacing for elementary school students.
The Word Spacing technique is taught mainly by cramming-style education with its standard content. In this situation, learners have difficulty learning Word Spacing. Teachers also have difficulty teaching the Word Spacing because of the lark of a effective teaching method for the Word Spacing.
This thesis suggests a learning model to produce an efficient teaching-learning plan for the Word Spacing and restructures regulations of the Word Spacing so that the learning model can be utilized in learning situations. The learning model in this thesis have been proven to be effective by experiments targeting elementary school students, 6th grade.
This thesis involves the following configuration to suggest an efficient teaching-learning plan for the Word Spacing.
Chapter 1 discloses that the principal-centered teaching method for the Word Spacing should be conducted by reviewing the existing research and insists on the necessity of a learning model for it.
Chapter 2 explores the constructivist theory which is the foundation of learning and researches learning models and discusses them to take advantage of Kim, Kwang-hae's learning model.
Chapter 3 reviews the significance of spelling education and provisions of the rules of the Word Spacing.
Chapter 4 examines the amended 7th curriculum and surveys elementary school teachers to look into the present education for the Word Spacing. This allows us to note that many teachers have difficulty teaching the Word Spacing because of the lack of a teaching method and the difficulty in regulating the Word Spacing. And an efficient teaching-learning model is needed.
Chapter 5 suggests a teaching-learning method of the Word Spacing based on research and shows the effective results by applying the method to the practical learning situation.