논술 학습 프로세스 리엔지니어링 - 비판적 사고와 논증구조화를 중심으로

Writing-Learning Process Reengineering ―Based on the critical thinking and the structuralization of argument―

&nbsp;&nbsp;‘Writing’, one of expression educations, takes a position in the general writing educations. Based on the educational objective of writing subject for higher elementary students, this study adds a frame of educational technology to it. ‘Writing-Learning Process Reengineering’ is a strategy for efficient writing and writing expression education.<BR>&nbsp;&nbsp;‘Writing-Learning Process Reengineering’ means the writing learning strategy that redesigns the existing incorrect habits or methods of writing learning and renovates them. Notice that here the process means a variety of procedures for a sort of problem-solving and includes a kind of ‘problem-discovering’and the structure of ‘problem-solving’.<BR>&nbsp;&nbsp;〈Figure〉 The interlocking structure of Writing-Learning Process Reengineering<BR>&nbsp;&nbsp;Input process ⇒ Transformation process ⇒ Output process<BR>&nbsp;&nbsp;In this system for thought of writing-learning, there are criteria to enhance the effect of learning at each stage. First, the content for argument should be clear. Then, the frame of the argument should be also definite and its application should be valid.<BR>&nbsp;&nbsp;In this reengineering, a so-called ‘Action Debate Learning (ADL)’ is pursued. It is for solving actual problems in hand rather than the existing contents or theories of writing subject through discussions. That is, this process purposes that learners seek for reading materials that the points of their arguments are clear, controversial and appropriate to learner’s level and question about the arguments and ultimately have them solve and internalize the methods of problem-solving for themselves.<BR>&nbsp;&nbsp;In addition, it considers the education of logical understanding and expression in order for learners to write efficient writing. For these considerations, it is required that the features of logic be understood and logical relationships in contexts be learned with linking words. Besides this, ‘the structure of argument’ should be developed for problem-solving based on especially ‘main issue’ of the structure of ‘an introduction-main issue-conclusion’. Therefore, efficient problem-solving is attempted through a variety of supporting systems such as ‘teaching-based support’, ‘teaching-adaptation support’ and ‘recheck support’, etc.