메타인지 기술을 적용한 고쳐쓰기 과정의 전략적 접근: 학습자의 ‘성찰일지’ 사례 분석을 중심으로

Abstract

The purpose of this paper is to study of composition education program and teaching-learning method about composition education of metacognition and its case. Composition education applying metacognitive skill is very important conversion into learner-centered composition education. Metacognition is ability of learners self-questioning, self-monitering and self-evaluating about their cognitive activity. This is most important and basic learning ability that learners have to master in education field. In this study in 2 chapter, I considerate concept and type of metacognition and especially pay attention to close correlation of writing process with metacognition. Especially, this paper paid attention to ‘metacognitive skill’ application to re-writing stages enacting correction and revision in writing process. Also I develop ‘Re-writing strategic model’ by metacognitive skill involving ‘self-reflection, monitering·evaluation’ In 3 chapter, I consider practical application and practical case in classroom by programs showed on 2 chapter. Re-writing strategic model is applied to re-writing stages of report about poem. Learner’s specific performing activity is as in the following. First, Learner wrote ‘self evaluation list’ by self-question. After that, Learner wrote ‘self-reflection diary’ about the results of self-correction by primary monitering and fellow-correction by secondary monitering and then analyzed and evaluated about them. Also, Learners compare and analyze results of primary and secondary monitering each other by ‘synthesis self-reflection diary’ writing. And through this process, they performed activity of re-write and final write about draft-writing. As a result, learners are able to know through monitering process by self-correction and fellow-correction and write of self-reflection diary about their own writing. And in this process, I saw that learners solve their writing problems by recognizing their problems for themselves, designing a proper strategy and regulating it. In this process, I know that meta-cognitive elements such as self-reflection and self-monitering, self-evaluation are activated by interaction with learner’s reflection process. Final aim of education applying meta-cognitive skill is to make learners’ master meta-cognitive thought still more conscious. In this process, its purpose is to help learners develop their thought to real world beyond the education field by associating metacognitive thought with previous knowledge and experience.