문단 쓰기 교수ㆍ학습 양상 연구

A study on Aspects of teaching-learning in the paragraph writing

&nbsp;&nbsp;Given the importance of paragraph writing, the confidence level of Elementary students falls behind our expectation. First of all, the diagnostic observation of school classes in which instruction of paragraph writing takes place deems necessary. This investigation, therefore, was to propose directional improvement for paragraph writing class with the analysis of how the students were taught and what was the result.<BR>&nbsp;&nbsp;In chapter Ⅱ, tendency of research into the teaching of paragraph writing was looked into to build theatrical foundation for this study. And then, three criteria of evaluation for the evaluation of paragraph writing were proposed based on the three principles, form, and key sentence and supporting sentence of paragraph.<BR>&nbsp;&nbsp;In chapter Ⅲ, paragraph writing related education and the textbooks were examined for analyzed. According to the findings, paragraph writing was taught in single line mode not in spiral mode with very poor contents, and the teaching was set up not in conjunction with other related subjects but in separation from them.<BR>&nbsp;&nbsp;In the paragraph 2 of chapter Ⅳ, the main theme, how the paragraph writing class of total 6 hours was conducted for two classes of 4th Grade was analyzed and the observed characteristics and differences between the classes were summarized. The common observation between the two classes was that the teaching of the concept of paragraph, key sentence and supporting sentence was mere repetition of the reading in the textbook. And there was no explicit guide on indentation, necessary condition for key sentence with the structural principle of paragraph lacking, and the relative evaluation had no specified criteria. As for the differences, "A" class produced its contents mainly through their question and answer between the teacher and students, but no teaching about paragraph structure took place. On the other hand, in "B" class introductory material closely related to teaching objective was used every time and for that, cooperative group learning was employed. Their assignments were distributed considering their level of performance, thereby making the class more appealing to those who finished earlier than others, and instruction about paragraph was given.<BR>&nbsp;&nbsp;In paragraph 3 of chapter Ⅳ, the performance result of paragraph writing of the two classes of 4th Grade was analyzed and the characteristics and differences were summarized. The two classes showed in common that the result of their performance lacked in paragraph structure and their sentences were not succinct even though they were able to use key idea for their sentences, especially they lacked in conjunction among other elements of paragraph structure. The differences between the two results of the two classes "A" and "B" showed that there were more students in "B" than in "A" who made proper use of necessary condition for paragraph and the principles of paragraph structure with fewer misconception about the location of key sentence.<BR>&nbsp;&nbsp;In paragraph 4 of chapter Ⅳ, relation between performance result and how they were taught paragraph writing was looked into from perspectives of teacher&quot;s understanding of the educational contents, teacher&quot;s understanding and application of the textbooks, teaching method and teacher&quot;s scaffolding. Teacher "A" was observed to be teaching paragraph writing the same as appeared in the textbook. So that many writings lacked in the use of key sentence, unity and connection emphasis of its supporting sentences. But teacher "B" used scaffolding to make &quot;adjustment of the level of questions&quot; so that more students in "B" class than in "A" were able to make use of requisite elements of paragraph.<BR>&nbsp;&nbsp;Paragraph 5 of chapter Ⅳ was to present an improvement for paragraph class based on the analysis. To this end, the importance of paragraph and understanding of paragraph elements s