이 연구는 교사가 쓰기 전략을 가르칠 때, 지식의 변환이 어떻게 일어나는지를 설명하여, 쓰기교육내용 전반에 작동하는 지식의 본질을 설명하고자 한다. 교육내용을 구성하는 가장 기본 적인 틀인 교육과정에 담긴 아이디어가 수업이라는 상황 속에서 어떻게 작동하고 있는지를 해석할 수 있는 가능성은 기본적으로 수업에서 교사와 학습자가 소통하는 교육내용의 논리적 특성을 파악하는 데에서부터 출발한다. 즉, 교사와 학습자가 소통하는 질료인 지식의 문제를 해결하지 않으면 안 된다. 교과의 논리적 성격에 따라 수업의 준거가 마련되기 때문이다. 쓰기 교육내용의 변환은 크게 교과서와 교사와 학습자의 대화과정에서 찾아 볼 수 있다. 교과서에서는 교육과정의 내용이 수업목표로 상세화 되면서, 일반화된 개념으로 접근하기 때문에 절차적인 지식을 선언적 지식으로 접근하려는 경향이 있다. 그러다보니 실제 수업에서 교사와 학습자의 상호작용 역시 일방적이거나 개념적으로 접근하게 된다. 이러한 현상이 극단화 되면, 교사의 교수 지원 내용이 학습을 지원하기보다 상투적이거나 도식적으로 정답을 요구하는 상황만을 요구하게 될 것이다. 따라서, 정확한 쓰기 지식들이 총체적으로 아우러져 쓰기 수업의 맥락 속에서 가르칠 지식으로 다시 재편성되어야 할 것이다. 그래서 쓰기 교수-학습 이론이 체계화되기 위한 보다 합리적인 학습맥락을 제공해야 할 것이다

The purpose of this study is to explain the essence of knowledge influencing overall writing education by explaining how the knowledge is converted when the teacher teaches the writing strategy to his or her students. The logical characteristics of education, where the teacher and student communicate, must be appropriately understood or comprehended in order to correctly analyze how the idea contained in the curriculum, the most fundamental frame consisting of educational contents, is influenced in the circumstance known as the instruction. In other words, the problem of knowledge, media where the teacher and student communicate, must be solved because the quality of instruction entirely depends on the logical characteristics of subject matter. The conversion of writing education is evidentially shown in the conversation between teacher and student. Because the textbook approaches the contents of educational process as the generalized concept when it is classified to accomplish the targets of class, it shows the tendency to approach the procedural knowledge as the declaratory one. Therefore, the interaction between teacher and student is unilaterally or conceptually conducted in the actual instruction. However, if this phenomenon is deepened, the teacher will ask the correct answer only instead of pursuing the desirable learning. If this phenomenon frequently seen in instruction is not logically identified, writing instruction will keep away from what the knowledge contained in the curriculum intends. The learning activity must be conducted focused on the attempt of systematic knowledge instead of learning a lot.

The purpose of this study is to explain the essence of knowledge influencing overall writing education by explaining how the knowledge is converted when the teacher teaches the writing strategy to his or her students. The logical characteristics of education, where the teacher and student communicate, must be appropriately understood or comprehended in order to correctly analyze how the idea contained in the curriculum, the most fundamental frame consisting of educational contents, is influenced in the circumstance known as the instruction. In other words, the problem of knowledge, media where the teacher and student communicate, must be solved because the quality of instruction entirely depends on the logical characteristics of subject matter. The conversion of writing education is evidentially shown in the conversation between teacher and student. Because the textbook approaches the contents of educational process as the generalized concept when it is classified to accomplish the targets of class, it shows the tendency to approach the procedural knowledge as the declaratory one. Therefore, the interaction between teacher and student is unilaterally or conceptually conducted in the actual instruction. However, if this phenomenon is deepened, the teacher will ask the correct answer only instead of pursuing the desirable learning. If this phenomenon frequently seen in instruction is not logically identified, writing instruction will keep away from what the knowledge contained in the curriculum intends. The learning activity must be conducted focused on the attempt of systematic knowledge instead of learning a lot.

curriculum, writing instruction, writing knowledge, didactic transposition, scaffolding, conversion of knowledge