The secondary education curriculum in Korea just turned from the sixth to the seventh period. This new curriculum has been thoroughly revised out of consideration for the changes of information on courses, social conditions, general education theory, and through the examination and evaluation of the appropriateness of present program. The literature education of seventh educational curriculum, under this background, focuses on 'Reception and Creative writing' rather than 'Comprehension and Appreciation' unlikely the previous ones. The current education in literature, however, in particular novel education, is not free from the vague 'understanding and appreciation'. So the reality of school field is that even though most students have studied, or now studying the novels, what they do is only to read and understand them. The main purpose of this study is to design the education strategy encouraging the students to create the works not only appreciating them, which would help activate education of creative writing. It would urge students to actively respond to class with understanding and creating the novel, not being only the subject of the instructor-centered cramming system of education. This accords with the learner-centered education, the soul object of seventh educational curriculum. The education of creative writing suggested in this study is the model lecture of story writing, using process-based writing strategy. The process-based writing strategy newly developed by the change in writing paradigm, is meant to activate writing process through a variety of strategies and enable students to write better through those processes. Needless to say, the result of writing, the work counts. But the strategy of process-based writing stems out of the concept that the process of writing does also count for the completeness of the resulting work. Therefore, this study is to develop the story writing teaching/learning model using the 과정 중심 쓰기 전략을 활용한 소설 창작 수업 방안 연구 / 김현숙 ․ 이진주 37 process-based writing strategy and apply them to the classroom to see if this model actually works in improving the interest and writing ability of students. Education in story writing is not to make students professional writers but to provide the students with the opportunity to understand literature, the culture and the world in which they live better, by writing from that education First, in chapter Ⅱ, we introduced the theoretical background to design the process-centered story writing teaching/learning model. To do this, we have studied the changes in writing theory and the concept, characteristics, effectiveness and meaning of process-based writing strategy. In chapter Ⅲ, we explored the principle of literature writing education and then have surveyed the middle school students to see how much this principle is applied to the classroom. This questionary is organized to analyze the realities and problems of current education in story writing and on the result, we verified the need for the new instruction program of story writing. In chapter Ⅳ, we concentrated on designing the process-based story writing teaching/ learning model as a solution to the problems explored in chapter Ⅲ. First, to invent the teaching/learning model, we present the principle of process-based story writing by engaging the process-based writing strategies and the elements essential to create the story. Second, we applied this model to the real class encouraging the students to write a story and finally, analyzed the works of the students to see the learners' story writing ability. The specific criteria for evaluating the learners' stories was organized. Besides, the post-test questionary survey was also done to examine the affective domain such as understanding or interest in story writing. In chapter Ⅴ, we verified that process-based writing strategy was proved to motivate students' interest in story writing and improve their writing ability in terms of technical development, and highlighted the need to pay special attention to the process in literature writing. To do this, the form of class should be based on the learner-centered education and teachers should be equipped with capacity and professionalism to evaluate or proofread the students' writing process.