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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This paper argued the notion, range and educational way of cooperative writing focusing on paragraph. The existing cooperative writing has been mainstreamed one representative writing focusing on group or individual writing by dialogue or discussion. Especially it has showed that paragraph was needed to participate individual and group all together in writing process with three reasons.
Also it classified cooperative writing with subsequent and divided writing focusing on paragraph. Subsequent writing of paragraph was fit for context. And it was proper in the middle and after of writing focusing on coherence. Sharing writing of paragraph was focused on outline. It was suitable in the before and after of writing focusing on cohesion. And furthermore, this paper suggested the more meaningful cooperative writing way in terms of coherence and hierarchy between paragraphs.
But the paper was ceased only at a comprehensive survey focusing on theory-driven of cooperative writing. Later the more careful plan should be prepared for focusing on cooperative writing at school. It leaved problems that what would be especially the cooperative writing better than the existing the cooperative writing, and what should be supplemented.
Also it classified cooperative writing with subsequent and divided writing focusing on paragraph. Subsequent writing of paragraph was fit for context. And it was proper in the middle and after of writing focusing on coherence. Sharing writing of paragraph was focused on outline. It was suitable in the before and after of writing focusing on cohesion. And furthermore, this paper suggested the more meaningful cooperative writing way in terms of coherence and hierarchy between paragraphs.
But the paper was ceased only at a comprehensive survey focusing on theory-driven of cooperative writing. Later the more careful plan should be prepared for focusing on cooperative writing at school. It leaved problems that what would be especially the cooperative writing better than the existing the cooperative writing, and what should be supplemented.
목차
Ⅰ. 들머리
Ⅱ. 협동 작문의 개념과 범주
Ⅲ. ‘단락’이라는 단위의 필요성
Ⅳ. 단락 중심의 협동 작문 방안
Ⅴ. 마무리
참고문헌
[Abstract]
참고문헌 (17)
참고문헌 신청
1. [기타자료] - 교육과학기술부 / 2009 / 고등학교 교육과정 해설 / 교육과학기술부 고시 제2009-41호
2. [학위논문] - 문혜경 / 2000 / 협동학습을 통한 작문지도 방법 연구 / 석사 / 서울교육대학교 교육대학원
3. [단행본] - 서정수 / 1995 / 문장력 향상의 길잡이 / 사닥다리
4. [학위논문] - 서종훈 / 2009 / 학습자의 문단 인식 양상 연구 / 박사 / 경상대학교 대학원
5. [학술지(정기간행물)] - 성숙자 / 2003 / 협동 작문의 유형과 개선점 / 우리말연구 13 : 161 ~ 182
2. [학위논문] - 문혜경 / 2000 / 협동학습을 통한 작문지도 방법 연구 / 석사 / 서울교육대학교 교육대학원
3. [단행본] - 서정수 / 1995 / 문장력 향상의 길잡이 / 사닥다리
4. [학위논문] - 서종훈 / 2009 / 학습자의 문단 인식 양상 연구 / 박사 / 경상대학교 대학원
5. [학술지(정기간행물)] - 성숙자 / 2003 / 협동 작문의 유형과 개선점 / 우리말연구 13 : 161 ~ 182
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UCI(KEPA) : I410-ECN-0101-2015-700-002884811