이 연구의 일차적인 목적은 수업 비평의 개념과 특성 및 수업 비평적 글쓰기의 구성 요소를 밝히는 데 있지만, 궁극적인 목적은 이러한 연구를 통해 수업 비평적 글쓰기 방법을 제시하는 데 있다. 이러한 목적은 교사로 하여금 수업을 보는 안목을 높이는 데, 그리고 교사나 예비 교사들로 하여금 수업 비평적 글쓰기에 대한 심리적인 불안을 완화하는 데 도움을 줄 수 있으리라 본다. 그래서 먼저 수업 비평을 교육적 감식안으로 수업 현상에 내재된 가치를 판단하는 행위로 그 개념을 정의하고, 그 특성을 소개하여 두려움을 주는 상대를 명확히 인식하게 하였다. 그 다음 단계로 수업 비평적 글쓰기의 구성 요소를 글쓰기의 두려움을 극복하는 데 도움을 줄 것으로 보고, 정서적 수업 비평, 지각적 수업 비평, 지성적 수업 비평, 영감적 수업 비평이라는 네 가지 내적 구성 요소와 그 사례를 제시하였다. 마지막 단계로 비평적 글쓰기의 제목과 목차와 같은 외적 구성 요소를 비교 분석하고, 그리고 다양한 시선들로 쓴 사례들을 제시하였다. 이는 기존 글쓰기와 형식면이나 내용면에서 어떤 차이가 있는지 그 차이점을 명시적으로 보여주기 위함이다. 하지만 무엇보다 중요한 과제는 교사 스스로 자신의 수업을 공개하고자 하는 마음, 남의 비평에 귀 기울여 듣는 자세, 그리고 자신의 수업을 다시 성찰하는 태도임을 역설하였다.

The purpose of this study is to suggest the method of writing of criticism classes by investigation the concept of criticism of classes and the distinct features of criticism of classes and the components of writing of them. It is easy for teachers to be good teachers. But it is not easy that people recognize them as an expert. Writing of criticism of classes is a good way to rebirth as a professional teachers. But teachers fear that makes writing assignments. Criticism of class is an acts of judging of values which are embedded in the phenomenon of class with educational forensics. These attributes get a teacher to know what writing assignments are, and this definition makes teachers no more to fear about that assignments. The second step is for teachers to teach the four internal components of writing of criticism of classes. They ar emotional, perceptual, intellectual, spiritual criticism of classes. The last step is to suggest the external components. So they make teachers to know the format and content of writing if there are any differences will be found. But the most important task is to reveal themselves in the classroom in mind and attitude of others which is also necessary to listen to criticism, and reflection which required the re-examination of his classes.

The purpose of this study is to suggest the method of writing of criticism classes by investigation the concept of criticism of classes and the distinct features of criticism of classes and the components of writing of them. It is easy for teachers to be good teachers. But it is not easy that people recognize them as an expert. Writing of criticism of classes is a good way to rebirth as a professional teachers. But teachers fear that makes writing assignments. Criticism of class is an acts of judging of values which are embedded in the phenomenon of class with educational forensics. These attributes get a teacher to know what writing assignments are, and this definition makes teachers no more to fear about that assignments. The second step is for teachers to teach the four internal components of writing of criticism of classes. They ar emotional, perceptual, intellectual, spiritual criticism of classes. The last step is to suggest the external components. So they make teachers to know the format and content of writing if there are any differences will be found. But the most important task is to reveal themselves in the classroom in mind and attitude of others which is also necessary to listen to criticism, and reflection which required the re-examination of his classes.

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criticism of classes, educational forensics, phenomenon of classes, acts of judging of values, emotional criticism of classes, perceptual criticism of classes, intellectual criticism of classes, spiritual criticism of classe