• 한국어교육
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• 제29권2호
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• pp.125-154
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• 2018

This study aims to analyze the types of writing tasks in Korean language and literature majors. There are many foreign students in the department of Korean language and literature. It is important to identify the type of task that is the subject of communication when conducting communication activities in an academic context. In particular, writing tasks are among the most important tasks that learners must perform. This is because most of the tasks assigned within the university curriculum are assigned to writing tasks, and evaluation is often done through learner writing. Therefore, this study investigated the types of tasks to be imposed on Korean Language and Literature majors. As a result, summary is the most frequent type of task in the department of Korean language. And in the department of Korean literature, review is most frequent type of task. The results of this study will help to prepare contents for foreign undergraduates of Korean language and literature majors.

• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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• pp.25-39
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• 2012

The purpose of this study was to develop a letter type rubric as a learning method for elementary school students to learn science writing easily and efficiently. For this study, five topics in science textbooks were chosen and modified in everyday life situation. The rubric evaluation criteria were composed of four steps. Two classes of 4th grade of an elementary school in Seoul were selected for applying the developed rubric. The experimental group consisted of 25 students and control group consisted of 28 students. The letter type rubric was treated to experimental group. The results showed that there was a significant difference between two groups in the science writing ability after application. From the survey results, we could conclude that the rubric helps elementary school students to develop the science writing ability and confidence in writing.

• 공학교육연구
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• 제1권1호
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• pp.33-42
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• 1998

Three benefits of incorporating writing in engineering curricula are presented. The first benefit is in improving the communication skills which are essential for engineers and are attained through practice. The second benefit is in enhancing learning and is achieved by utilizing the complex process of writing to heighten the level of understanding. The third benefit, though difficult to recognize and even more difficult to promote in a society (and educational institutes) steeped in the behaviorist tradition, is in promoting meaningful learning by cultivating motivation internal to students themselves. The boundaries of writing activities are broadened to include that of stating a paragraph or even one complete sentence such that it may be incorporated in engineering without undue strain. A two-year trial of incorporating four types of writing assignments in six different courses (a total of 12 classes) at Michigan Technological University shows that writing assignments can be designed to achieve different degrees of the three aforementioned benefits. It is found that different types of writing activities need to be assigned depending on the status of course (elective vs. required) and on the composition of the students taking the course (upper division vs. lower division; majors vs. non-majors).

• 중국학논총
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• 제70호
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• pp.1-18
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• 2021

Writing is an indispensable skill among the four language skills, but in actual teaching, it is also a difficult part to master for students. To improve students' writing ability, it is very important to understand their cognition and attitude towards writing. Because students are the main body of learning, learning and teaching are complementary to each other. Comprehending students' opinions is very significant for improving teaching. For this, the purpose of this paper is to investigate the perception and attitudes of Korean college students towards Chinese writing de ply, and based on the results of the survey, this study also suggested several proposals. As one of the basic researches of writing teaching design, this paper provides a certain reference basis of future instructional curriculum designs.

• 한국컴퓨터정보학회논문지
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• 제17권8호
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• pp.181-188
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• 2012

본 논문에서는 정보영재의 창의적 문제해결력 향상을 위한 STEAM 기반 쓰기 활용 전략을 제안한다. 창의적 문제해결(creative problem solving)을 위해서는 다양한 요소의 복합적이며 역동적인 상호작용이 필요하며, 이러한 상호작용을 유도하고 실세계의 복잡한 문제를 해결할 수 있는 능력을 함양하기 위해서는 융합교육을 통해 다양한 학문을 아우르는 학습 경험을 제공해야 한다. 또한, 다양한 교과에서 이미 교육적 효과가 검증된 쓰기는 비판적 사고를 유도하고 문제해결의 시작이라 할 수 있는 문제인식을 도와 창의적 문제해결에 긍정적 영향을 줄 뿐만 아니라, 문제 해결과정과의 유사성을 바탕으로 문제해결력 향상을 위한 효과적인 도구로 쓰일 수 있다. 학습자들은 일상생활에서 흔히 사용하는 자판기, 휴대전화 같은 첨단기술 제품을 사용한 경험을 쓰고 분석하는 과정을 통해 알고리즘을 찾고 실생활에 쓰이는 여러 학문의 원리를 자연스럽게 학습하면서 다양한 사고의 융합과 상호작용을 경험하고 창의적 문제해결력을 함양할 수 있다.

• International Journal of Advanced Culture Technology
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• 제11권1호
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• pp.12-17
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• 2023

This study investigates the effects of online English writing instruction on university students' writing performance and their anxiety. A total of 34 participants completed the pre- and post- writing tests as well as the surveys regarding perceived anxiety toward English writing. Reflection papers and interviews were employed to triangulate the results of the questionnaires. Quantitative analysis of learners' writing outcomes and surveys revealed that online writing instruction helped improve students' writing skills and reduce writing anxiety. The interviews and reflection papers demonstrated that learners found the writing instruction helpful in reducing somatic anxiety, avoidance behavior, and cognitive anxiety. The current study suggests that adopting non-face-to-face online writing instruction aids EFL students in developing their writing and alleviating writing anxiety.

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.387-394
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• 2019

The purpose of this study was to investigate the effects of writing science diary on science learning motivation, science academic achievement and ecological sensitivity of elementary students. Teaching unit was focused on 'The structure and function of plants' in 6th grade science text book. The subjects of study were 51 students of two classes. One class of 25 students, experimental group, wrote science diaries as homework. While the other class of 26 students, comparative group, performed homeworks with fill-in-the-blank worksheets. The results of this study can be summarized as follows: First, writing science diary had a meaningful effect on improvement of science learning motivation. Second, writing science diary had a meaningful effect on improvement of science academic achievement. Third, writing science diary had a meaningful effect on improvement of ecological sensitivity. And we could find that students had a favorable impression and high satisfaction level about writing science diary from the questionnaire.

• 고전문학과교육
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• 제35호
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• pp.195-219
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• 2017

자찬묘지명은 자신의 죽음을 상정하여 자신의 삶을 자신이 직접 쓴 묘지명으로서, 묘지명의 내용 요소를 수용하되, 지행(志行)의 포폄(褒貶)에서는 칭찬[褒]보다는 나무람[貶]이 두드러진 양식이다. 이러한 자찬묘지명에 드러난 창작 동기를 왜, 언제 짓느냐는 관점으로 구분하여 내적 창작 동기와 외적 창작 동기를 살펴보았다. 내적인 창작 동기는 외부의 과장된 평가에 대한 반발이며, 이는 곧 나에 대한 진실을 추구하고자 하는 의식의 반영이라 할 수 있다. 한편 외적인 창작 동기는 정치적 탄핵이나 가족의 상실, 임종과 같이 원치 않은 외부적인 환경 변화에 대응하여 생긴 불평지심이다. 자찬묘지명은 분명 과거의 글이지만, 오늘날 노인 자서전 쓰기 교육에 시사하는 바가 있다. 자찬묘지명의 내용 요소가 오늘날 독자에게 낯설 듯, 현대의 노인 자서전 쓰기의 내용 요소도 타자화하여 점검할 필요가 있다. 아울러 자연적으로 이루어진 협동 작문의 산물인 자찬묘지명에서 협동 작문의 방향을 찾을 수 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.187-196
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• 2009

The purpose of this study was to investigate the impact on creativity when the elementary fifth-grade students do the activity with impression writing or the activity with science writing after reading books on science. The subjects for this study were students in two fifth-grade classes in an elementary school that was located in Incheon. The two classes were respectively selected as an experimental group and a comparison group. The comparison group read books on science and did the activity with impression writing for 6 weeks. And, the experimental group also read books on science and did the activity with science writing for 6 weeks. According to the result of the effect on the creativity, the experimental group was better than the comparison group. This study showed that the activity with science writing was more effect than the activity with impression writing to boost the creativity. After a detailed analysis about the creativity, this study showed a boost for all area of subordinate creativity.

• 영어어문교육
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• 제12권4호
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• pp.185-210
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• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.