학생 수준차를 고려한 과정중심의 쓰기 지도 방안 연구 - 교사의 비계 설정 양상을 중심으로 -

Abstract

A Study on Teaching Plan for Process-Based Writing According to Student's Differences Park, Dae-eung(Jeoneui elementary school) The purpose of this study was to investigate student's response to the process-based writing, and establish a scaffolding oriented to student's individual difference, then eventually enhance the 6th grade student's writing ability through its practical application. This study found that scaffolding elements used in the process-based writing class had made a great impact on the activity of writing, especially, it was used in many cases, while performing brainstorming, clustering, and refining. In addition, it constructed various writing contents in relation to the differentiated scaffolding by student's developmental characteristics of writing, and analyzed how the scaffoldings affected learning activity by developing the process-based writing activity with assistance of teachers and well organized worksheets that meet every levels of writing such as high, middle, low. These results present the following implications. First, when it applied a scaffolding, teacher's assistance, to each procedural stage of writing, it was useful to conduct a learner-oriented learning and effectively achieve the goals. Second, it made a dynamic learning with various thoughts and interest by utilizing effective classroom talk in the learning situation through the scaffolding. Third, it could diminish the negative elements of procedural writing and improve the ability of writing by providing differentiated scaffoldings according to the learner's level of achievements such as high, middle, and low.