| Analysis and Suggestions of Operating Curriculums for Developing Teaching Methods of in Keimyung University |
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Eun Sook Lee, Dohyung Kee, Chang-il Park, Eun-Sook Lee, seong kon Chai |
| 계명대학교 <전공글쓰기>의 교수법 개발을 위한 운영과정 분석 및 제언 |
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이은숙, 기도형, 박창일, 이은숙, 최성곤 |
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| Abstract |
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This study amis to examine a settlement and spread in in Keimyung University and develop better teaching methods of writing and operating scheme. The operating scheme is divided into three stages: a conceptual recognition sage of in 2013, an embodiment stage of through analysis of cases of class in 2014, and an activity stage in 2015.
First, the development of syllabus was conducted in an conceptual recognition sage of . There exist a number of questions about the concept of , association with , methods of teaching, and contents of the lecture; however, professors did not understand the definite conception of them.
In the second stage, an embodiment stage of through analysis of cases of class in 2014, the cases of were presented in department of , , and in fall semester, 2014. It was to give opportunities to propose directions of class operation through a demonstrative lesson in an instruction part and to learn that teaching methods of writing is more crucial than contents of major.
In the last stage, an activity stage in 2015 endeavors to devise plans for the future by conducting surveys with students and professors of . The professors appreciate the writing class was grueling compared to other classes and importance of writing made them take charge of the classes. The professors also found that development of lecture contents was the most difficult and suggested the cooperation with instructors in teaching writing. Students recognised that they had benefits in improving communication skills and seeking for a job. Both professors and students agreed to the necessities of .
Therefore, in order to stabilize , a regular workshop of teaching writing on campus is essential. Second, it is important to research suitable models of writing according to majors. Third, assignments should be focused on the depth, not the numbers of them. Forth, objective assignment criteria must be presented to the students. Fifth, materials for the class or writing could be abundant if the teachers share their ideas. Sixth, the way students learn to write other than could be assisted by tutors in and the professors let tutors know the students’ visits in advance. Lastly, it is imperative for students to study logical writing for college students in addition to grammatical rules and practice writing. |
| Key Words:
, analysis of cases of class, an activity stage , logical writing |
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