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감상학습 기준표 활용을 통한 중학생 작문력 신장 방안 연구
이명길 목포대학교 교육대학원 2001 국내석사
본 연구는 국어 교육의 총화라고 할 수 있는 작문 교육이 정상적으로 이루어지지 못하고 있는 실정에서 생각한 이론에 의한 구태의연한 지도보다는 학생의 작문 수준을 바로 알고 감상학습 기준표를 활용하여 지도하는 것이 효과적이라고 생각하여 시도하게 되었다. 감상학습 기준표 활용을 통한 감상학습을 전개하여 작문력을 신장하기로 했던 본 연구는 감상 학습 기준표가 명확하면서도 요소적인 감상판점에서 작성되었기 때문에 감상학습을 전개하는데 효과적인 도구가 되며 국어 지식을 획득시키는 데도 유효하게 활용하였다. 먼저, 해남 중학교 20개 반 중 연구반을 뽑아 선생님들과 함께 작문의 절차에 따라 주제설정 및 소재선택, 개요작성, 집필, 퇴고 등의 단계별로 실태 파악을 하였다. 작문에 있어서 감상학습 기준표의 요소를 만들기 위해 해남군 관내 국어 교사 28명과 해남중학교 721명에게 설문조사틀 하여 감상 요소틀 설정하였다. 완성된 감상학습 기준표를 연구반에 비치하여 수업시간에 30분은 감상학습에, 15분은 개인 정리 시간으로 나누어 지도하였다. 그 결과 학싱들의 81.4%가 감상 지식 획득면에 지식 이해에 감상 학습 기준표가 영향을 준다고 답했으며, 작문 능력 향상 면애서도 74%가 긍정적의 반응을 나타냈다. 실질적으로 감상학습 기준표 적응 전에 원고지 3장을 쓰지 못한 학생이 80%나 되었는데, 감상학습 기준표를 적응하여 사용한 후 6개월 사이애 작문능력이 놀랍게 향상되었다. 감상학습 기준표 활용을 통한 감상학습을 전개하여 작문력을 신장하기로 했던 본 연구는 감상 학습 기준표가 명확하면서도 요소적인 감상관점에서 작성되었기 때문에 감상학습을 전개하는데 효과적인 도구가 되며 국어 지식을 획득시키는데도 유효하게 활용되었다. 감상학습 기준표를 이용한 감상학습은 학생의 학습의도 고취와 작문력을 향상시키는 효과적인 지도 방법이다. This study ahows the effoctive methods by using check-list for appreciation learning. Compreherding Students, actual level of composition and learning it on its base is considered to be more practical than theoretical teaching practices. Middle school practices children's compositions were collected and examined very carefully. and the problems they have can be enlisted as follows: 1. They have no toppics at all or obscure topics if any. 2. Their content were poor and doesn't reveal special features. 3. No outlining was found 4. Many errors in written words or sentence were found. 5. No syseematic construction of paragaph was found. 6. No proof decorating was found. Based on these problems, the efffctive ways of teaching composition were presented as follows: 1. Teaching composition must be conducted simultaneously by referring to both micro approach and macro approach. 2. Students should learn to write a unified paragraph with the aid of collected resource materials. 3. Teaching orthogaphy must be done all over the curriculum. 4. Entensive reading should be encouraged to expand their vocabulary and the habitual use of dictionary should be recommended. 5. Extensive reading should be encouraged to expand their vocaculary and the habitual use of dictionary should be recommended 6. Speaking, listening and reading, the prior steps of composition, must be done thoroughly. Besides, to guarantee good composition, composition class hours should be increased. To improve thinking ability, the subjective essay testing items ought to be increased, while decreasing the objective testing items or subjective testing items requiring short descriptive responses.
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일기 쓰기 指導方法이 作文力 向上에 미치는 影響 : 생활문과 일기 쓰기를 중심으로
In this thesis, I established as followinf objectives of purpose of researchin on influence for teaching method of diary writing about a wirting ability in elementary achool. I made of two group research that brought about so purpose. I was collected a hundred personal diaries and more than one hundred and thirty writing works from first group of research. And then classified them and analyaed the thndency of their works. After finished these all, I drew out some types of writing diary of a relevancy between diary and writing works. Afger I esamined several factors in concern ability of composition, I designed the greatest teaching method of writing diary for satisfying demand of the factors. As it was, I concluded that was follow: 1) Writing diary powers is deep relatives to writing powers. 2) Good writing diary is good writing. 3) Compositions' abilities can be better, if is be safisfied seven factors of relatives in writing powers. 4) The writing diary-teaching method for progressing composition ① let him memo life experiences, think deeply and observe.② A diray's theme and subject let him describe the material, afger perceived recall-memo. ③ After wrote, let him think it faithfully. ⑤ Written diary let him corrected with reading. I am sure this method can be increase the writing powers.
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The final aim of learning English lies in the balanced proficiency of four skills: listening, reading, speaking, and writing, Recently three skills but writing have been much emphasized in English class, but writing has been almost neglected. Writing activities in class haven't taken more than the forms of dictation. filling blanks, and translating Korean sentences into English. As a result, a student fails to express his own opinion, idea, or experiernce clearly and systematically. English writing is looked upon as the most difficult skill, but it is a useful skill for foreign students in the complicated social life of the modern times. The purpose of this thesis is to improve the students' writing skill by means of utilizing the picture materials. With a view to accomplishing this purpose, the theory of teaching writing, and the teaching methods of writing through pictures were investigated, and the experiment on English class by teaching writing through pictures was practiced as the practical research. The picture materials to use in English class are various: wall pictures, wall charts, sequence pictures, flash cards, work cards, picture files, flip charts, and cue cards, etc. Among them, appropriate picture materials were chosen in accordance with the content of the lesson, and here writing has been taught by means of the relevant pictures for seven months. After the experiment, teaching writing through pictures developed the students' writing skill distinguishably. In addition, the following definite effects were verified. 1. The pictures stimulate interests and incentives, and inspire the students to write something. 2. The pictures develop the students' imagination powers. 3. The pictures provide the students with the basic material for building their composition. 4. The pictures help the students talk and write somewhat freely. 5. The pictures enable English class to be vigorous. 6. The pictures help the teacher save time in teaching English writing. 7. The pictures help to teach listening, reading, and speaking, in addition to writing and allow the teacher to integrate these skills constructively. In conclusion, the pictures are expected to be utilized in English class by many teachers, and English teachers should exert themselves to develop various teaching methods of writing and think about a large number of useful picture materials.
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