초등학교 쓰기 수업 관찰 연구 -6학년 설득하는 글 쓰기 수업을 중심으로-

Abstract

Class activities for process-oriented writing motivates children to write relative to disconnected output-oriented writing. The process-oriented writing involves recursive process. This paper discusses class process-oriented writing with an observation of elementary writing classes and the depth interviews with teachers and students. Pre-writing activities, a starting for bringing about interest in writing, have been included in class to activate the background knowledge and motivate students to write. The cooperating process does not appeal to every student because members of a small group have presented individual opinion in turn and the content are not useful or interesting enough to stimulate other students. Also, few students have understood that group brainstorming is helpful for their writing. According to class observation and the writing textbook, students are allowed to write 6 articles in a total of 9 classes. For the prescribed writing period, students have repeated similar types of teaching and learning process and felt tedious with burdensome writing works. Besides, they have regarded that the evaluation process after writing is unreliable and that writing an article is quite enough. Writing classes should be fully organized pre-writing activities, during-writing activities, and post-writing activities, and should be process-oriented with recursive study and reflection process.