쓰기 영역 교육과정 설계의 원리와 절차 = Systematic Design of Korean Writing Program

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the principle and procedure of systematic design of Korean writing program. Language is the most powerful tool we have for representing the world to ourselves to the world. Language is not only a mans of communication, it is basic instrument of thought, a defining feature of culture, and important mark of individual identity. Encouraging and enabling students to learn to use written language effectively is one of our society's most important tasks.
The writing curriculum mainly contain purpose dimension, content dimension, and development dimension. The purpose dimension adresses the question of why students learn written communication skills. It considers the range of motives, reasons, and desired outcomes, or the ends to which direct our teaching writing. Students should use written language for a variety of purposes, such as to learn, to express ideas, to convey information, to pursuade others, to note things we observe, or to engage with others socially. The act of writing may involve several of these different purposes. The content dimension adresses what students should know and be able to do with writing curriculum. This includes knowledge of written texts and of the processes involved in creating such texts. The development dimension focuses on how learners develop competencies in the writing.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 국어과 교육과정 내용의 구조화와 수준 결정
• 1. 국어과 교육과정 구성에 관한 관점의 변천
• 2. 국어과 교육과정 내용 선정의 준거
• 3. 국어과 교육과정 내용의 체계화 방안
• Ⅲ. 쓰기 영역 교육과정과 성취 기준 설정
• 1. 성취 기준 설정의 필요성
• 2. 성취 기준 설정에 대한 기본 관점
• 3. 쓰기 영역의 성취 기준
• Ⅳ. 쓰기 능력의 특성과 쓰기 영역 교육과정 설계
• 1. 쓰기 능력의 개념
• 2. 쓰기 능력의 특성
• 3. 쓰기 영역 교육과정 설계
• Ⅴ. 결론