학생 포트폴리오 구성을 위한 글쓰기 지도 연구

• 영문명: Strategies of Writing for Students' Portfolio Composition - Students’ Portfolio Required in Accreditation for Engineering Education -
• 발행기관: 한국언어문학회
• 저자명: 김혜경(Kim Haekyung)
• 간행물 정보: 『한국언어문학』韓國言語文學 第75輯, 401~425쪽, 전체 25쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2010.12.30

영문 초록

One of the evaluation categories in accreditation for engineering education is students' portfolio, which has been established as main category in a way that individual student can manage and compose learning contents and performance. Thus, it allows learning performance to be related with educational goals properly. In addition, it seeks to confirm that the system, utilized in evaluation and educational improvement, is operated effectively. This study explores characteristics and functions of students' portfolio required in accreditation of engineering education. Also, it provides strategies of writing to compose students' portfolio. One of the strategies is that writer should think of how to deliver his or her story creatively through portfolio to compose individualized portfolio. This study proposes to assign story and Storytelling, or to introduce a concept of telling a story. On top of that, this study suggests a strategy to discover similarity of text, or each compositional element of portfolio, and to categorize teaching methodology of writing. Finally, teaching self evaluation methodology is explained as a very important strategy as students are able to accomplish positive result of writing improvement by examining heir writing while they produce portfolio as often as they can. Benefits of various efforts to improve writing ability through students' portfolio include positive influence on quality excellence of students' professionalism in their major, their consciousness of goals, and will of self-realization.

목차

Ⅰ. 들어가며

Ⅱ. 학생 포트폴리오의 기능과 구성 전략

Ⅲ. 독창적인 학생 포트폴리오 제작을 위한 글쓰기 지도 전략

Ⅳ. 나오며

키워드

students' portfolio accreditation of engineering education story Storytelling categorization of text self evaluation of writing