CAJ | 학술논문

写作是一个综合性高度复杂的实践过程，需要进行高密度的思维活动。大多数教师在写作指导时选择的是让学生多练，让学生自己在反复的实践中自己去感悟，但是实际的效果并不理想。教师应该把平时写作教学的重心由写作前的素材选取、立意确定的指导和写作后的作品的评价转移到写作过程中的思维进行指导，用有效的教学策略来激活学生的写作思维活动，学生才能顺利地完成写作任务。
사작시일개종합성고도복잡적실천과정，수요진행고밀도적사유활동。대다수교사재사작지도시선택적시양학생다련，양학생자기재반복적실천중자기거감오，단시실제적효과병불이상。교사응해파평시사작교학적중심유사작전적소재선취、립의학정적지도화사작후적작품적평개전이도사작과정중적사유진행지도，용유효적교학책략래격활학생적사작사유활동，학생재능순리지완성사작임무。
Writing is a comprehensive and highly complex practice process, which needs high-density thinking activities. Most teachers choose to allow students to practice more in the writing guides, and let them appreciate by themselves in repeated practice. However, the actual effect is too poor. Our teachers should transfer the focus of writing teaching from how to select materials before writing, how to determine conception and works evaluation after writing to guiding the thought in the writing process. Students can successfully complete the writing task if they are activated by effective teaching strategies.