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미래 핵심역량, 창의인성, 그리고 작문교육 핵심 역량 기반 창의 인성 교육을 위한 초등 국어과 쓰기 교육 방법
원진숙 ( Jin Sook Won ),왕옥진 ( Ok Jin Wang ) 한국작문학회 2014 작문연구 Vol.0 No.20
With the OECD DeSeCo project emphasizing the importance of key competence many nations have realized that competitive education is the root of national competence. Therefore, there have been a push in makin g policy to pick out the key competencies and implementing it into ed ucation. For Korean language education also, at the outline level of the r eform of 2011 National Curriculum for Korean language Education and e ducation process have determined the most needed competence in the fut ure of society is creativity and character. So an education process was dec lared to focus on the cultivation of creativity and character. However, this education process based on key competencies has only b een declared but there has been unsatisfactory research conducted on how to actually apply this into the education site. This research will take the future key competencies findings from the previous research and investiga te the relation to elementary Korean writing education. Furthermore, this research will develop elementary Korean writing teaching and learning m odels that can actualize creativity and character education as it was declar ed in the 2011 Korean Language Curriculum Reform. This research claim s that elementary Korean writing education must be able to strengthen c haracter, creativity, and social competence through managing self, thinki ng, using language · symbol · text, problem-solving, relating to others, p articipating and contributing in discourse community. In addition, as an alternative to do this type of key competency educat ion the Models on elementary Korean writing education for key compete ncy based on creativity and character was suggested. The models on ele mentary Korean writing education for key competence based on creativit y and character focused on fun, integration, inquiry and communica tion and teachers language. This was actualized in the levels of Gate way activity based on visual image → investigation activity → asking q uestions through integrated investigation activity → choosing a genre → writing → sharing. This model is significant because it overcomes the limitations of unsatis factory writing education that is focused only on skill, process, methodolo gy, and strategy that produces a voiceless schematic writing. Through a meaningful writing situation context and actual implementation one can c ultivate their creativity, character and social competencies.
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