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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 다빈치미래교양연구소 교양학연구 교양학연구 제11집
- 발행연도
- 2020.4
- 수록면
- 271 - 304 (34page)
- DOI
- 10.24173/jge.2020.04.11.10
이용수
이 논문의 연구 히스토리 (5)
2020
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초록· 키워드
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This study examines the current status of writing education by academic tracks out of various writing education curriculum, and aims to explore its development direction.
The study first examined the overall contents and characteristics of textbooks by academic tracks at Soongsil University, University of Seoul, and Chonbuk University, where they develop and use their own writing education textbooks by academic tracks. The results showed that the textbooks at these universities were all based on process-based writing education, and were characterized by designing the curriculum to practice various genres of writing. In addition, the first half of the curriculum was composed of basic elements that correspond to the basic methodology of writing, while the second half reflected the characteristics of the individual academic tracks and was composed of curriculum from the academic track that takes the interests of the student into account. This composition seems to be for the dual purpose of reflecting the utility of common textbooks, while at the same time minimizing the disadvantages of writing textbooks by academic track.
In addition, the study examined the responses of students in the humanities and social science, and science and engineering academic tracks to Soongsil University’s textbooks by academic track through discussions based on actual experience. There were many students who were satisfied with using textbooks divided by academic tracks, and positively viewed the textbooks. Regardless, there was still room for improvement. There were specific requests including connections between sections, burdens due to the large volume of work, modification and supplementation of example texts, need for writing practice in genres with high utilities, and so on. Through these implications, the study will review the writing curriculum by academic tracks to discuss the possibilities for effective teaching and learning methods.
The study first examined the overall contents and characteristics of textbooks by academic tracks at Soongsil University, University of Seoul, and Chonbuk University, where they develop and use their own writing education textbooks by academic tracks. The results showed that the textbooks at these universities were all based on process-based writing education, and were characterized by designing the curriculum to practice various genres of writing. In addition, the first half of the curriculum was composed of basic elements that correspond to the basic methodology of writing, while the second half reflected the characteristics of the individual academic tracks and was composed of curriculum from the academic track that takes the interests of the student into account. This composition seems to be for the dual purpose of reflecting the utility of common textbooks, while at the same time minimizing the disadvantages of writing textbooks by academic track.
In addition, the study examined the responses of students in the humanities and social science, and science and engineering academic tracks to Soongsil University’s textbooks by academic track through discussions based on actual experience. There were many students who were satisfied with using textbooks divided by academic tracks, and positively viewed the textbooks. Regardless, there was still room for improvement. There were specific requests including connections between sections, burdens due to the large volume of work, modification and supplementation of example texts, need for writing practice in genres with high utilities, and so on. Through these implications, the study will review the writing curriculum by academic tracks to discuss the possibilities for effective teaching and learning methods.
목차
1. 서론
2. 계열별 글쓰기 교육과정 운영 현황
3. 계열별 글쓰기 교육 운영 사례
4. 결론
참고문헌
Abstract
참고문헌 (23)
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