계획하기에서 초고쓰기로 전환과정에서의인지적 사고에 관한 연구- 세 명의 초등학생 필자를 중심으로 -
Cognitive thinking process from planning to draft writing of three elementary school students
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그간 쓰기 연구에서는 어린이 필자들을 성인과 비교하여 아주 낮은 수준의 쓰기 전략을 사용한다는 결과를 도출하여 적극적인 쓰기 교육 방법을 제공하지 못했다. 이에 본 연구에서는 초등학생 연구 참여자가 계획하기에서 초고쓰기로 이행할 때, 학생의 글은 어떠한 변형을 보이며 어떠한 인지적 사고 과정과 쓰기 전략을 보이는지를 살펴보고자 했다. 연구결과, 초등학생 필자는 쓰기 과정에서 ‘지식 말하기(Knowledge telling)’를 포함하여 ‘지식 변형하기(Knowledge transforming)’ 뿐만 아니라 ‘지식 만들기(Knowledge crafting)’ 등의 높은 수준의 인지적 사고가 가능함을 보여주었다. 이를 통해 초등학생 필자의 인지적 사고의 범주와 하위 전략을 발견해 내었는데, 이는 쓰기 교육 시 학생 필자의 인지적 사고의 수준을 점검할 수 있는 지표로 사용 가능하며, 쓰기 교육 내용으로도 유용할 것이다.
Abstract
Composition research have couldn’t provide us with writing education methods by results that children writers don’t have a capacity to use high-level writing strategies which advanced research had produced. I set my face to investigate transformation of written text and students’ cognitive thinking process from planning to draft writing. The study says elementary school student can think on high level which include not only knowledge telling but also knowledge transforming and knowledge crafting. It allow us to discover categories and subcategories of cognitive thinking process and writing strategies. It is worthy of use as indicator that identify students’s level of cognitive thinking and as contents of writing education.
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