효율적인 문단 쓰기 교수-학습에 관한 연구

• 영문명: A study on the development of efficient teaching-learning model in the paragraph writing
• 발행기관: 한국어문교육학회
• 저자명: 송명화(Song Myung-hwa)
• 간행물 정보: 『어문학교육』어문학교육 제28집, 173~201쪽, 전체 29쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2004.05.01

영문 초록

Teaching effective writing skill is considered as a process of developing aptitude for systematic and reasoned thinking to the learners to the level of proficiency that will deliver well-structured works of writing with logical conclusion : and the paragraph writing practice is the starting point in learning such a skill. In this study, through a systematic approach and evaluation of the current practice and techniques employed in the classroom, the author attempted to present a formula for the teaching-learning methodology and tools to deliver effective paragraph writing skill. In this study, the author suggests a practical method for efficient development of paragraph writing skill readily applicable to the elementary school students, The suggested model has been developed based on three assumptions: Firstly, a paragraph retains essential characteristics and elements of a literary work, yet the paragraph sentence that constitutes the basic unit of a writing work is simple and hence easier to handle. Therefore, developing skill for efficient paragraph writing will deliver efficient writing of literary work. Secondly, well conceived guidelines as to the appropriate level and method targeted at mid-level elementary school students may be one of the effective ways for teaching the paragraph writing skill Thirdly, the contents of teaching materials currently available for the beginning year-4 elementary school students are considered grossly insufficient in terms of its importance and comprehensiveness, and hence more efficient teaching aids would be necessary. This study has been carried out and is presented in the following sequence: Firstly, a comprehensive review of current practice of the paragraph teaching-learning in the classroom as well as an inventory of reference materials and preceding studies relevant to the authors study have been made, which led to the design and development of teaching-learning aids for improved paragraph writing. Secondly, suggestions have been made for classroom application of these materials together with a model formula for the teaching-learning using these aids. The step-by-step learning module for paragraph writing is comprised of the five components: i) paragraph form: ii) core sentence and supporting sentence: iii) application of paragraph development principles; iv) structuring and syntax of paragraphs: and v) writing full essay. These elements are re-classified into 44 steps. Learning sequence has been provided, with sub-divisions for each step, taking into account of the level of complexity; and considerations have been given in such a way that the topics learnt in the preceding steps can be reviewed for repeated learning in the steps that follow. Underlying principle in designing of the study program is based on the concept of the step-by-step, guided teaching-learning. The step-by-step study materials have been developed in self-study paper format, for ease of use by the teacher as well as the student. The study paper format is structured in the sequence of: presentation of questions → sample sentence → answer and commentary → model sentence for comparison by the learner. Hence this feature will enable the student to study the papers without assistance. Each step will require 10 to 40 minutes. The teaching-learning model applied to the proposed study program will vary depending on the steps and features incorporated into it. A modified model of direct teaching methods have been applied for the steps 1 to 36 and 41 to 43 : while for the steps 37 to 40 and 44. the author attempted to adopt a problem-solving-focused learning model, following the curriculum-centered writing method, with appropriate modification suitable for learning in paragraph writing skill. Effectiveness of the proposed teaching aids and teaching-learning plans developed in this manner underwent actual test by the author in the year-4 classroom teaching and the techniques and process adopted in the

목차

Ⅰ.서론

II.단계별 문단 쓰기 교수-학습

Ⅳ.결론

참고문헌

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