본고는 이공계의 미래형 인재 양성에 대한 요구 및 전문능력 향상을 의사소통에 두고, 이를 신장시키기 위한 방안으로 ‘말하기와 글쓰기 통합 교육’을 제안한다. 이를 위해서는 교육적 관점의 ‘통합교육’에 대한 효율성과 필요성에 공감하며, 긍정적이고 적극적인 논의가 선행되어야 할 것이다. 이 글은 현재 이공계 의사소통교육의 현황을 살피고 그 결과 대부분의 대학들이 글쓰기 교육에 치중하고 있음을 문제로 지적한다. 이러한 점을 개선하고 보완하기 위하여 ‘말하기와 글쓰기 통합교육 강의모형’을 설계하여 소개한 것이다. 교수-학습 전략으로는 첫째, 이공계 관련 실용성과 현장성 및 개인의 수준별 학습능력을 고려한 상황학습과 실천 전략, 둘째, 가르치려는 코치와 발전 의지를 지닌 학생이 상호 협력하고 교감하며 잠재력을 최대한 개발하고 뛰어난 결과의 성취를 이끌어내는 강력한 협동과정인 코칭(Coaching) 학습 전략, 셋째, 하이퍼미디어 시대의 학생들을 위한 교육환경의 개선 방안인 다매체 활용을 통한 구성주의 학습 전략을 제시하고 있다.

The purpose of this study was to suggest 'inclusive education for speaking and writing' focused on improving communicative competence, which was regarded as a professional competence in nurturing future human resources in engineering. Along with this, a positive discussion on efficiency and necessity of 'inclusive education' should be made as a prerequisite on an educational perspective. Also, a type of 'inclusive education' was based on a premise that it would be a very meaningful model in providing educational plan to enforce communication competence. This study identified current status of communication education in engineering, pointing out that most of the universities had concentrated mainly on writing education. As a compensation and supplementary for the current situations, the model of 'inclusive education for speaking and writing' was designed and introduced in this study. In specific, strategies of teaching and learning accordingly were as follows: First, a strategy of situated learning and practice based on practicality, job related with engineering and individual's differentiated learning capability. Second, a strategy of coaching learning in which strong collaborative procedures occurred between coach who was very willing to teach and students with possibility of growing to cooperate, share their feelings each other, and develop most students' potential to encourage outstanding achievement. Third, a strategy of constructivist learning through taking advantage of multi-media as an enhanced tool of educational environment for students in this time of hypermedia.

The purpose of this study was to suggest 'inclusive education for speaking and writing' focused on improving communicative competence, which was regarded as a professional competence in nurturing future human resources in engineering. Along with this, a positive discussion on efficiency and necessity of 'inclusive education' should be made as a prerequisite on an educational perspective. Also, a type of 'inclusive education' was based on a premise that it would be a very meaningful model in providing educational plan to enforce communication competence. This study identified current status of communication education in engineering, pointing out that most of the universities had concentrated mainly on writing education. As a compensation and supplementary for the current situations, the model of 'inclusive education for speaking and writing' was designed and introduced in this study. In specific, strategies of teaching and learning accordingly were as follows: First, a strategy of situated learning and practice based on practicality, job related with engineering and individual's differentiated learning capability. Second, a strategy of coaching learning in which strong collaborative procedures occurred between coach who was very willing to teach and students with possibility of growing to cooperate, share their feelings each other, and develop most students' potential to encourage outstanding achievement. Third, a strategy of constructivist learning through taking advantage of multi-media as an enhanced tool of educational environment for students in this time of hypermedia.

communication, inclusive education, situated learning strategy, coaching learning method, hypermedia, constructivism