이공계열 글쓰기 교육의 수업운영 방법연구­ - 군산대학교 강의사례를 중심으로 ­-

Abstract

This study does not occur systematically writing program at the University of the available engineering ten universally effective teaching of writing aim to suggest ways placed. Engineering Education Quality Assurance and apply learning outcomes set forth in the “process” to design and model-driven instructional objectives, the actual teaching practices and students’ satisfaction in the field applying the analysis presented in this study, the effects of science and technology column writing teaching methods focused and figure out the limits. Lessons through case analysis, and product documentation for his proposal narrative and creative writing courses to learners will meet the following learning outcomes can be demonstrated. First, if the self-reflexive aspect of writing narrative and mutual feedback process “in the analysis of data and the ability to understand” and “the ability to communicate effectively”, Second, creative product description suggests a target in the process of seeking “understanding of the data and the ability to analyze” The Third, certain proposed plan specifically targets through the steps to “experiment planning and the ability to perform” and “reflects the realistic constraints the system, component, process design ability to” The Fourth, announced the presentation scheme for the writing process and product documentation through the “hands-on engineering skills, methods, tools, and the ability to utilize” the announcement and the whole process is composed of two teams with colleagues in that it is accompanied by a teacher’s feedback, “a member of an interdisciplinary team combined the roles of the ability to do it” and “the ability to communicate effectively with doctors” have contributed to the kidneys.