쓰기수업과 교육과정에 대한 국어교사들의 인식 연구

Abstract

The purpose of this study was to show the awareness of teachers of Korean about writing lessons dealing with the Korean language in secondary school classrooms after the recent 2009 revision. 188 teachers of Korean were selected from across the whole country, and this research was analyzed with questionnaire surveys and interviews from 3 teachers. As a result of the analysis, the revised Korean curriculum, especially the writing content, 30% of teachers generally understood, which meant the teachers held indifference towards the revised curriculum. Almost 80 teachers of Korean felt unsatisfactory with their own writing lessons. In the teachers’ opinions, this cause presented learners’ apathy and lack of knowledge in not only writing but also strategy. They also had difficulties correcting students’ individual writing. Teachers still depended on the textbook, related to methods and learning of writing. Even though the teachers recognized the importance of giving feedback on students’ individual essays, they took classes about writing knowledge or processes. In addition, teachers showed that the writing assessments’ results were utilized for school reports firstly. Thus, as a way of social communication, the teachers’ new awareness about writing ability urged the interest of the education community to grow with learners.