독서와 작문: 그 개념의 변천과 지도 방법에의 시사점 = Reading and Writing: The Conceptual Change and its Implications for Literacy Education

다국어 초록 (Multilingual Abstract)

In this theoretical review about the relationship between reading and writing, the article focused on three aspects of literacy education: 1) the communication media development(communication by oral language, by written language, and by multi-mode media), 2) the conceptual development about reading and writing(cognitive constructivism, social constructivism, and sociocultural constructivism), and 3) the models of literacy instruction(explicit instruction model, process learning model, and ``reading-talking-writing`` instruction model). The three aspects of literacy, that is, media, concepts, and instructional models are very closely inter-related. The development of media brought about, in its natural outcome, the changes of the concept of reading and writing. And also the change of reading/writing concept brought about the instructional models of literacy. But, Although the technology of media has extensively developed, and the concept of literacy(reading and writing) has paradigmatically changed, the structural frame of communication and the agent of reading/writing are still unchanged. People use the three media(oral, written, and multi-mode media) in their daily communication. The readers and writers are also still unchanged. The meaning making processes in reading and writing are three-dimensional, that is, the processes are cognitive, social, and sociocultural at one time. In the paper, three instructional models are recommended for literacy education: Explicit instruction model, process learning model, and ``reading-talking-writing`` model. These three instructional models have their own unique characteristics. Teachers in classroom need to be well aware of the models, and select discreetly the best model in literacy education.

참고문헌 (Reference)

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