초등학교 5학년 학생의 독후 논설문 쓰기 양상 분석 = Investigation of the Modalitids of Literature Discourse Writing of 5th Grade Elementary Students

국문 초록 (Abstract)

독서와 쓰기 능력은 현행 교육에서 매우 중요시 되고 있다. 특히 문제 해결
의 사고력을 기르기 위해 쓰기 학습은 매우 중요한 과제로 부각되고 있다. 이
에 본 연구는 5학년 초등학생들의 독서 후 논설문 쓰기 과정 양상을 파악하여
논설문 쓰기 교육의 지도 방향을 정립하는데 그 목적을 두었다. 이에 상호작용
적 논술지도 프로그램 및 독서논술 통합 지도 모형을 활용하여 초등학교 5학
년 학생들에 맞는 독후 논설문 지도 방안을 구안한 후 독후 논설문 쓰기 단계
별 양상을 살펴보고, 학생들의 텍스트에 어떤 변화가 있는지를 알아보고자 한
다. 즉 독후 논설문 쓰기 4단계별 양상과 완성글, 쓰기 후 소감문을 통하여 논
설문 쓰기 방법 지도 전과 지도 후 변화를 알아보고, 글쓰기 과정 양상을 분석
하여 효과적인 독후 논설문 쓰기 지도의 방향을 설정하는데 기초 자료를 얻고
자 하였다. 이를 위해 쓰기 양상을 분석하기 위한 이론적 기반과 방법에 대한
문헌연구와 실제 수업자료 포트폴리오의 분석 및 해석 연구를 병행하였다. 연
- ii -
구 결과를 요약하면 다음과 같다.
첫째, 논술 지도 프로그램을 활용하여 독후 논설문의 ‘논제 정하기’활동을
한 결과 ‘선정 도서 주제와 관련된 논제 정하기’ 부문에서는 별 다른 변화가
없었지만 ‘독후 논설문 쓰기 논제로 적합한 문장 표현’ 부문에서는 평가 결
과가 크게 향상 되었으며 매우 긍정적인 영향을 끼쳤다.
둘째, 논술지도 프로그램을 활용한 쓰기 지도는 논설문 쓰는 방법을 모르거
나 어려워하는 학생들에게 체계적이고 단계적으로 독후 논설문 쓰기 지도가 이
루어졌으며 그 결과 학생들 텍스트에 긍정적인 효과를 가져왔다. 특히 논술 지
도 프로그램 실행 전 1차 글에서는 주제 의식이 불분명한 글쓰기가 이루어지
고, 자기주장에 대한 타당하고 논리적인 근거를 제시하지 못하였으며, 글의 내
용과 부합되는 적절한 제목을 정하지 못하였는데, 논술 지도 프로그램을 활용
한 쓰기 지도 후 2차 글에서는 주제의 선명성, 논리 구조의 적절성, 제목의 적
절성, 적절한 문장 표현 부문에서 글 수준이 크게 향상되었다.
셋째, 논술 지도 프로그램을 통한 독후 논설문 쓰기의 정의적인 영역에서도
긍정적인 효과를 가져왔다. 독후 논설문 쓰기가 무엇인지 모르고 어떻게 써야
할 지 몰랐던 학생들이 독후 논설문 쓰는 방법을 알게 되었고, 쓰기에 대한 많
은 관심과 흥미가 생겼다.
본 연구는 논술지도 프로그램을 활용하여 초등학교에 맞는 독후 논설문 쓰기
지도 방안을 구안․실행하여 독후 논설문 단계별 쓰기와 완성된 텍스트를 작성
하는데 긍정적인 효과를 밝혀냈다는 데에 그 가치가 있다. 본 연구의 결과는 5
학년 초등학생들이 독후 논설문을 작성할 때 부족하거나 보충해야 할 부분들을
보완해 나가는 데 유용한 정보를 제공해 줄 것이다. 또 일선 교육 현장에서 앞
으로 독후 논설문 쓰기 교육의 방법적 개선과 다양한 관점에서의 후속 연구를 이끌어 내는 데 한 몫을 할 것으로 기대된다.

목차 (Table of Contents)

• 목 차
• 국문 초록 ·······················································································································ⅰ
• Ⅰ. 서 론 ············································································································ 1
• 1. 연구의 필요성 및 목적 ····················································································· 1
• 2. 선행연구 검토 ····································································································· 2
• 3. 연구내용 및 연구문제 ······················································································· 9
• Ⅱ. 이론적 배경 ································································································ 11
• 1. 독후 논설문 쓰기의 개념 및 특성 ······························································· 11
• 2. 독후 논설문 쓰기의 의의 ················································································· 13
• 3. 독후 논설문 쓰기 관련 교수 학습 모형 ······················································· 19
• Ⅲ. 연구의 방법 ································································································ 35
• 1. 연구대상 ················································································································ 35
• 2. 지도절차 ·············································································································· 36
• 3. 검사도구 ················································································································ 48
• 4. 자료수집 및 분석 방법 ······················································································ 51
• Ⅳ. 연구의 결과 및 논의 ················································································ 58
• 1. 독후 논설문의 단계별 쓰기의 양상 ································································ 58
• 2. 독후 논설문 쓰기 ‘완성글’ 양상 ································································ 73
• 3. 쓰기 후 소감문 양상 ·························································································· 77
• 4. 독서 논설문 쓰기 태도 검사 ·········································································· 81
• 5. 논의 ························································································································ 87
• Ⅴ. 결론 및 제언 ······························································································ 88
• *참고문헌 ······································································································· 91
• *Abstract ······································································································ 94
• *부록 ··············································································································· 98