이야기 완성하기 활동의 수준별 비계설정 연구 : 초등학교 3학년을 중심으로

Abstract

The story completion activity is improtant pattern in the elementary Korean instruction. The part of story is presented and the learners have to imagine and write about follow-up story. It is complicated activity needs on literary imagination and high-leveled writing ability. It is both active appreciation and first step of creation by the literature education's point of view. Also it is effective motive, scaffolding of narrative text writing and standard referred to thinking development by the writing education's point of view. So the learner's problems are various in the story completion activity. Teachers have to scaffold appropriately to overcome the problems. I observed the writing instructions of elementary third grades and collected the learner's production texts in the story completion activity. As a result, I categorized the text's problem into five types : story's incompleteness, oversimplification, frequent accidents and inconsistency, story's sudden turnover, story's confusion and awkward ending. And then I presented the scaffolding scenes observed in the writing instruction by the problem types of learner's text. The methods of scaffolding are divided into three : using the instructional conversation with teachers, using the think-sheets, assisting the collaborative writing situation.