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Korean Journal of General Education 2015;9(2):207-237.
Published online June 30, 2015.
A Teaching Model for Developing Higher Writing Ability - Centering on Discussion with Situations as Topics
Young-Hak Kim
글쓰기 능력 신장을 위한 교수 모형 연구
김영학
Abstract
Writing education is designed to increase a student s thinking power. Therefore, when students can expand their recognition based on an understanding of themselves and the world in the process of writing, the peculiar meaning of writing education can be achieved. In this context, this writing program used dramatic situations in history which students can sympathize with, and which are easily accessible, and made changes to the classroom environment to allow a wider range of thinking. Gwangju Democratic Movement was presented as a topic with which students could feel and have access to people in history directly and represent a scene from history even roughly. In the , an a required subject in liberal arts at University A, a teaching model with the content presented above was applied to 33 students and it was discovered that this teaching program can contribute to higher thinking power and writing ability. Educational effects and the meaning for the teaching model presented in this study are explained as follows: First, as this teaching model was designed to be easily applied for discussions on history in the writing program, it is suggested that it would be helpful for higher perceptions on history and improved critical thinking power. In particular, this study has meaning in that the teaching model of discussion on a dramatic situation in history is a new and a difficult attempt that has not been made in previous studies. Second, this study also has meaning in that it presented a new model for process-oriented writing which can be applied in university education. This teaching model was designed to have diverse processes in a program to improve writing ability. This study made dynamic interventions in this teaching model as follows: matrix formation, introducing a person s achievements and changing the classroom environment. Through these interventions, students were led to have less of a burden in writing, and have an interest in it. As students went through this process, they could develop thinking power and their writing ability improved. Third, this program has meaning in that it introduced a ‘discussion matrix’ in the actual classes and verified its educational effect. A ‘Discussion matrix’ is a form where the space of a discussion is visually expressed to converge participants opinions according to the specific topics and it has been intensively used at jobs and schools for active discussion. However, as there have been few studies that verified its educational effects, this study has meaning in that it confirmed the high educational effect of a discussion program using the matrix. It is hoped that this study would be helpful for teachers who feel limits in standardized writing programs to find a more effective method.
Key Words: , writing ability, discussion power, discussion, debate, Gwangju Democratic Movement
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