청소년 필자의 학문적 쓰기 발달에 필요한 바람직한 국어교사의 쓰기 지도 방법 연구 = Research on the Method of Writing Instruction for Academic Writing Development of Adolescent Writer

다국어 초록 (Multilingual Abstract)

This study describes scoring effects of Korean language-arts teachers and content area teachers, by using the analytic frameworks, the students’ response and the writing expert’s team discussion. This study specifically analyzes the developmental characteristics of highschool students’ texts in the academic writing as scoring results(score and feedback) using the reliability analysis and the latent growth curve model by SPSS and AMOS. And this study discusses about effective method for academic writing assessment via the expert’s discussion. The result of this study shows the scoring differences of the Korean language-arts teacher group and the content area teacher group. The result of analysis about the developmental change of 20 texts shows the importances of the feedback about content, organization, expression, and cognitive process. And considering of the developmental level in scoring academic texts of highschool students makes an important contribution to raising the quality of academic writing assessment. Therefore, research on the academic writing of adolescent writer(highschool student) makes an important contribution to raising the quality of composition education.

국문 초록 (Abstract)

본 연구는 청소년 필자의 학문적 쓰기 과정에서 교사가 제시한 평가 결과가 학문적 쓰기 발달에 어떠한 영향을 주고 있는가를 분석하였다. 20명의 고등학생 필자를 대상으로 2년 동안 학문적 쓰기 평가를 14회 실시하고, 평가 결과의 영향력, 학생 반응 양상, 평가 과정의 적합성을 SPSS와 AMOS를 활용하여 분석하여 보았다. 분석 결과, 국어교사들의 텍스트 중심의 평가 결과와 쓰기 과정의 학습자 인지에 대한 평가 결과가 학생들의 학문적 쓰기 발달에 유의한 영향을 주고 있음을 공변량 잠재성장곡선모형을 통해 확인할 수 있었다. 학생 반응 분석 결과에서는, 고등학생의 쓰기 능력 발달 수준을 고려하고 실제 쓰기 실행 능력을 향상 시킬 수 있는 전략적인 평가 결과를 선호하는 것으로 나타났다. 그리고 학문적 쓰기 평가 과정의 적합성을 전문가 협의를 통해 점검해 본 결과, 앞으로의 국어교사들은 학생의 학문적 쓰기 발달 수준을 고려하여 학생들이 학문적 쓰기 공동체가 요구하는 청소년 필자로 성장할 수 있도록 지도해야 한다는 결론을 도출할 수 있었다.

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