주체적 감상 능력 신장을 위한 비평적 에세이 쓰기 교육 연구 = A Study on Critical Essay Writing Education to Improve Subjective Appreciation Ability
저자
발행사항
대구 : 경북대학교 교육대학원, 2022
학위논문사항
학위논문 (석사)-- 경북대학교 교육대학원 : 국어교육전공 2022. 2
발행연도
2022
작성언어
한국어
주제어
DDC
371.3 판사항(23)
발행국(도시)
대구
형태사항
ⅳ, 122 p. ; 26 cm
일반주기명
지도교수: 김혜정
참고문헌 수록
UCI식별코드
I804:22001-000000101153
소장기관
The purpose of this study is to prepare a critical essay writing teaching and learning plan so that valid literary work appreciation can be performed based on the learner's subjective analysis, and to find out its effectiveness. Therefore, this thesis proposed a critical essay writing teaching and learning method and class model to improve subjective appreciation ability, and focused on finding out the effect by applying it to actual classes.
"Critical Essay" is an article written by analyzing two literary works through comparison and contrast based on subjective thinking. As a first step toward writing a critical essay, an 'analytical task' is presented that induces learners to express their own analysis in writing. In this analytical task, there are keywords that learners must analyze subjectively, and for these keywords, learners must analyze their meanings according to their own thoughts to clarify the definition of terms. After clearly defining the definition of terms for the keywords of analytical task, the learner's subjective analysis has logic that makes sense, and the process of appropriately selecting and convincingly writing two works of modern poetry becomes the "critical essay writing" intended in this study.
To this end, classes were conducted for a total of 3 months, including the preliminary preparation period, for second graders of High School in Dalseong-gun, Daegu, and the critical essay writing teaching and learning model designed in this study was applied for about 1 month. In order to find out the effectiveness of the class, the direction and goal of critical essay writing guidance were identified by analyzing the learner's needs through a preliminary survey, and based on this, critical essay writing was taught and learned in 7 sessions. The critical essay writing map was divided and repeated step by step over a total of three times, which consisted of 'thinking together, writing together', 'thinking together, writing alone', and 'thinking alone, writing alone'. After applying the class, the degree of improvement of the subjective appreciation ability in the cognitive aspect was confirmed through the analysis of critical essays written by students. In addition, changes in affective and responsive aspects of the class were also confirmed through 1:1 interviews with students and class evaluation questionnaires.
The educational significance obtained through the analysis of the above research process and results is as follows.
First, it was confirmed that the critical essay writing teaching and learning guidance plan for enhancing the subjective appreciation ability is effective in enhancing students' subjective thinking ability. What I understood through repeated class returns is that as the experience of writing critical essays increased, students developed the ability to "think" and "think" independently to provide a more valid basis.
Second, it was confirmed that critical essay writing classes to enhance subjective appreciation ability can bring positive changes to critical writing attitudes. Through the activities of "thinking" about literary works and "expressing" them with confidence based on valid grounds, it was confirmed that they brought positive changes in the attitude of "writing" along with positive changes in the attitude of "appreciation" literary works.
Third, through critical essay writing classes to enhance subjective appreciation skills, satisfaction with classes and evaluations increased, resulting in implications for problems and improvement measures in existing literature classes. The difference between this critical essay writing class and other literature or Korean language classes was that it was a "learner-centered activity" class, and that the class and evaluation were consistent. Through this, I think there were effective educational implications for establishing the direction in which literature classes and evaluations should proceed.
As a result of the above, the study is significant in confirming that the critical essay teaching and learning guidance plan designed in this study can be expected to have more positive effects in terms of improving learners' cognitive thinking skills, attitude changes in affective aspects, and teaching and evaluation methods.
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