후기 과정중심 작문교육이론 연구

목차

I. 서론
1. 연구의 필요성 및 목적
2. 연구사
3. 연구 문제 및 제한점

II. 과정중심 작문이론의 한계와 극복
1. 과정중심 작문교육의 이론적 기반과 한계
2. 과정중심 작문이론의 극복 방안

III. 후기 과정중심 작문이론
1. 후기 과정중심 작문이론의 특성
2. 후기 과정중심 작문이론에 의한 작문 모형
3. 후기 과정중심 작문이론의 교육적 의의

IV. 후기 과정중심 작문교육이론의 원리와 교수·학습 모형
1. 후기 과정중심 작문교육이론의 원리
2. 후기 과정중심 작문교육이론의 교수·학습 모형

V. 결론

본문내용

ve interaction and communication act necessarily makes the interpretation occurs. A meaning construction, abstract writing process, can be more concrete by exploring interpretation conception, Emphasizing communicative interaction can be one of alternatives of problem-solving model, product of modernism. So post-process composition theory's essences are public communicative interaction, meaning construction by interpretation activity and reception of various situations. They shows desirable direction in writing education.
In chapter IV, the study constructed the post-process composition pedagogical theory and developed its principles and teaching and learning model. Students need to participate in communication as much as possible because composition act is communicative interaction between writer and reader. So teaching hermeneutic strategies, the method of communication act's interpretation, makes them take part in it fluently. The hermeneutic strategies can't be taught easily because they are different as individually. But composition teachers have to find general and flexible hermeneutic strategies according to the situations and make students use them fluently.
The meaning constructed by hermeneutic strategies is much larger than visual text. Even if it isn't be expressed in print, it has something to do with text's construction. The study calls it intertexts and suggest its conception and category concretely. If composition teachers show what kind of intertexts are constructed by hermeneutic strategies happened in communication interaction to students, they can teach the composition act's nature more directly.
Composition act is decided by influence of various situations and contexts. Teaching the decontextualized knowledges and skills is not enough to make good writer. To develop the ability adapted in practical life, teachers have to recognize the situatedness and flexibility of composition act and design education program according to them.
The result is that the principles and practices of post-process composition pedagogical theory are three ; first, encouraging public interaction to grow communication ability, second, constructing intertexts by using hermeneutic strategies, third, bringing up various situations of composition act in the classroom. According to them, the study developed post-process composition pedagogical theory's teaching and learning model and showed one example of that application.
key words : process-based writing approach, post-process composition theory, post-process composition theory's model, text, intertext, context, communicative interaction, hermeneutic strategies, situation, post-process composition pedagogical theory's principles, post-process composition pedagogical theory's teaching and learning model
※ A thesis submitted to the Committee of the Graduate School of Korea National University of Education in Partial Fulfillment of the requirements for the degree of Master of Education in February, 2001.

키워드

후기 과정중심 작문이론,   과정중심 작문이론의 한계,   과정중심 작문이론의 특징,   작문교육이론의 원리,   교수·