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전자말을 이용한 감상문 쓰기의 현장 연구 원문보기
Studying how to write an appreciation in an electronic language

  • 저자

    김희영

  • 학위수여기관

    경상대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    국어교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    ii, 66p.

  • 키워드

    현장연구 국어교육 글쓰기 전자말 감상문쓰기;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10060051&outLink=K  

  • 초록

    Writing appreciations can be motivations for students to relate appreciations with their own lives after reading novels or watching movies. Rather than accepting the unilateral author's view without questions, students have to participate more actively to make new texts when they write appreciations. Writing appreciations have not found theirs own way from writing just summaries. However, by using electric languages when they write appreciations, students can interact with their peers simultaneously. They are able to have more conversations in relation to the texts. In chapter Ⅱ, I introduced how electric languages were accepted. The 7th national curriculum puts a great emphasis on using various materials to satisfy students' interests or motivations and encourages to use on-line materials. Electric languages could make it possible for senders and receivers to interact on line. Keeping up with the trend of post-structurism which objects to following the authorities of great books and eternal truth, electric languages encourages students' active participations. In chapter Ⅲ, I covered the ways to teach writing appreciations in electric languages to 7th grade students for a year. Students have written answers to the teacher's questions on the bulletin board of researcher's homepage after they read the novels 'The Sea Gull', and 'Our Twisted Heroes', and the movies 'Our Twisted Heroes', and 'The way, Home...'. Through the process of writing responses, students were able to revise their thoughts and make final appreciations. Giving and responding to the answers, students shared their thoughts. When students lacked understanding of a text, teacher could give individual feedbacks. In chapter Ⅳ, I discussed the results of teaching writing appreciations in electric languages. First of all, students participated more on writing appreciations in electric languages than writing appreciations down on papers. That is not only because students are more familiar with typing than writing but also because they can read other students' writing and share their thoughts on-line. Besides, students sincerely gave thoughts on books or movies and they got much more involved with making discussions once as readers and once as writers. This research drew students' active participations through using electric languages. Students were able to discuss about even trivial and individual things and make their own views. Students were able to receive feedbacks both from their teacher and peers. The teacher could also give feedback individually. Practicing writing appreciations with electric languages makes students confident in revising their thoughts and complete final appreciations. They can construct their own meaning through the process of self-expressions and interactions with others.


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