사고력 신장을 위한 과정중심의 글쓰기 교수전략 = Teaching-Learning Strategies Focused On The Process Of Writing For the Development of thinking Ability

다국어 초록 (Multilingual Abstract)

Many children have difficulty in writing, and get very stresssed when they are given a writing task. The burden has become heavier on them since much emphasis has been put on the importance of writing ability, as an after affect of the new college entrance examination. If the heart of the new college entrance exams is to develope the students' thinking ability and creativity, writing education for children must not be converted to merely just another exam subject, but to a direction that will truly expand thinking skills. To meet these needs of the time the sixth curriculum reform which reflects these characteristics of korean language art education, will come into force in 1995. The goal of writing education in the sixth curriculum is to help elementary school students develop thinking ability.

The purpose of this study is to investigate how writing education for development thinking skill is being treated presently by comparing the sixth korean language art curriculum with the former curriculum, and will present a writing as process model correponding to the treatment given to the wrting education for expanding thinking skills. In addition, a syllabus which is based on the model will be Introduced.

The fifth curriculum advocated th writing education as develop thinking ability, but did not bear any fruit, due to the problems of practically applying it to the classroom and evaluation it. The sixth curriculum which was made to supplement the insufficiencies of the fifth curriculum, systematically examines the writing education, which is a language expression function, based on the theory of cognition. In the theory of the writing process as a human cognition process, the process of writing is not seen as a succession of linear stages, but as a process where the person who is writing, adequetly mediates and controls on the basis of important processes in writing. That is, the processes of planning, writing out reflecting, controlling are not operated in a fixed/immovable way, but operate spontaneously in reciprocal action. The sixth curriculum asserts that writing as contemplative education should be accomplished in this circulative (non-linear) way.
Recently, introcucing variable and specific teaching-learning strategies, The Practical Ideas For Teaching, which was presented in The California Writing Project established by Gray(1987) ect., has very similiar tenets as sixth curriculum. The model of the CWP is composed of prewriting, writing, sharing revising/editing, evaluating. All of these factors operate mutually and dynamically.
For understnding and using the CWP, the "Our House" chapter of the sixth language art curriculum textbook, used for the first semester of second grade in elementary school, has been selected to be presented as a guidance plan.
If the teachers wish to promote the children's ability to write, first, they must endow value on the children's writing activities, and the teacher her/himself must become the person who writes. By doing this, the teacher will not only be able to acutely understand the problems that the children confront while writing, but will also be able to exceed the limited role of a person who merely tests the student, and accomplish a more extended role. If the theory and practice which has been introduced in this investigation is to become a guide which will attract the mind of the student in the classroom, endless effort of revision reflecting the unique situation, and perpetual research on this matter will have to be carried out side by side.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 제 6차 국어과 교육과정과 사고력 신장
• Ⅲ. 과정으로서의 글쓰기 모형
• 1. 예비쓰기(Prewriting)
• 2. 짓기(Writing)
• 3. 협의하기(Sharing)
• 4. 고쳐쓰기(수정하기 (Revising)/교정하기(Editing) )
• 5. 평가하기 (Evaluating)
• Ⅳ. 과정중심 쓰기 모형의 교실적용
• Ⅴ. 결론