액션러닝을 활용한 제안서 쓰기 교육 방안

Abstract

This study aimed to seek for effective strategies for proposal writing programs using action learning. For the purpose, this study examined action learning theoretically and designed an efficient teaching and learning program for proposal writing as an action learning method. Then, the program was applied for actual teaching and learning to seek for learning effects and develop suggestions. As a results of analysing the case and results of the survey, it was discovered that the proposal writing program model developed in this study was effective and the followings were suggested: First, when an action learning was applied for the ‘Thinking and Expression’ program, learners could have self-leading capability and problem-solving ability. Students had to plan field trip themselves and cooperate with team members to solve problems as subjects of the program even though they were guided by learning coaches. Second, students obtained knowledge relating to majors and information on fields through field activity. Therefore, field education may be insufficient in case when a teacher educate writing of several different genres like the <Thinking and Expression> program and actual learning can supplement insufficient field education. Third, success and failure of action learning program depends on substantiality of field activity, but if strategies to acquire learning effects after field education are not developed, learning effects may decrease. As action learning is a program to seek for problems in field and develop strategies, the curriculum after the field education should be carefully designed and guided. Fourth, when action learning is applied for university education, projects that are helpful for fields should be selected or field managers who are familiar with teachers or students should be sponsors. If not, it is difficult to get active support from field managers who deliver information on field and help the process.