글쓰기 협력학습 원리에 따라 분석한 고등학교 교사의 논술 수업 설계 사례

Abstract

In the perspective of educational philosophy, 'Non-sul(Critical Writing)class' is closely related to Experience education by Dewy, Lerner-centered education , Constructivism education, Collaborative learning and Collaborative writing . For example, in regared to how knowledge is viewed, 'Non-sul(Critical Writing)class' emphasizes constructive truth. From the point of view of teachers' roles, it emphasizes a guide and facilitator mentally. And in the stand point of learning, it emphasizes discussion class over the cramming style of education. In this article, three cases among those that Korean teachers in high schools practicing 'Non-sul(Critical Writing)class' in the fields of culture science and social science are used as analytic material. Based on these cases, I have examined adequacy and validity in designing school instruction, using the principle of Collaborative writing as a main standard. Considering the above analysis of these 'Non-sul(Critical Writing)class' cases , I can conclude that the teachers did not deviate from the principles of Cooperative writing in designing and operating their class on the whole. Now I can confirm that in high school 'Non-sul(Critical writing)class', it is necessary to understand the class philosophy, principles and application procedures of Collaborative writing exactly and to design and operate classes according to the recognition performance procedure of 'Non-sul(Critical Writing)class'. Futhermore, I strongly recommend that instruction -linked reading to discussion is integrated into the lessons.