2015 교육과정에 따른 고등학교 국어 교과서 설득하는 글 쓰기 단원의 학습활동 분석

Helping students write in practical contexts through textbooks can have a big impact on improving students' writing skills and motivation. The purpose of this study was to analyze whether the textbook's writing activity was realized in a practical context and to suggest a direction for constructing a more effective activity. This study analyzed the learning activities of persuasive writing units in 12 high school Korean textbooks based on ‘The 2015 Revised Korean Language Curriculum’. The results obtained in this study are as follows. First, it was found that most of the Korean language textbooks instruct persuasive writing in connection with reading, thus reinforcing links between writing and reading. In particular, it can be seen that there is a possibility that the persuasive writing activity could be reinforced in various aspects due to the various types of reading materials presented in this connection. Second, writing in a practical context is important in order to increase students' motivation to write, but among the elements of the writing context, analysis and actualization of the audience and Media Utilization are somewhat insufficient. Third, half of all Korean textbooks did not present the writing assessment stage, and the only types of assessment were self-assessment and peer assessment. Eventually, the Korean language teacher must present supplementary materials for the areas that the textbook does not support. This can lead to unnecessary deviations in Korean language instruction. Therefore, based on the analysis results obtained in this study, it is suggested that future Korean textbooks to be developed later should reflect the actual teaching situation and should include a specific evaluation process in the persuasive writing unit learning activities.