자아 성찰적 글쓰기의 교육 내용과교수·학습 사례 분석- 대구대 공통교양 「글쓰기와 커뮤니케이션」을 중심으로-

Abstract

In this paper, educational content of 『Writing and communication』 which is a writing course in the common liberal arts curriculum of Daegu University was classified to ‘self-reflective writing, academic writing, current affairs-related and sophisticated writing, and sentimental works of art writing’ focusing on ‘discourse space’ of college students. And, out of these, analysis was made of educational content construction of ‘self-reflective writing’ and its teaching and learning cases, and its problems and improvement directions were suggested, which may be summarized as follows:First, the educational goal of ‘self-reflective writing’ is to eliminate resistance for and fear of writing from college students, and let them find ‘self-identity’ which is the basis of students' healthy college and social life and cultivate ‘self-esteem’ by letting them reflect their own experiences, as a part of whole-person education deviating from elite education. Second, for systematization and standardization of writing education in Daegu University, educational content of ‘self-reflective writing’ should be constructed in the writing procedure of ‘creative content creating (questionnaire, growth chronology, growth curve) → content constructing (mind map, diagram) → draft preparing, and 1:1 tutoring and correction → complete writing preparing’, and practice reports of students should be evaluated in terms of portfolio. Third, for efficiency of corrective tutoring, space for correction (tutoring room) should urgently be secured, and 1:1 tutoring, correction and feedback should be included in the teaching hours.