영화를 활용한 토론 수업 방안 연구
A Study of Teaching Methods Using Movies For Discussion
- 발행기관 강릉대학교 교육대학원
- 지도교수 손남익
- 발행년도 2008
- 학위수여년월 2008. 2
- 학위명 석사
- 학과 및 전공 국어교육전공
- 원문페이지 vii, 74 p.
- 본문언어 한국어
초록/요약
This study was intended to suggest a plan for an interesting and strategic lesson in a debate education whose educational value has been recently recognized. For it, the debate study scheme using a movie as a medium to acquiring various information, that could easily cause the learning motivation and interests with a real life-related subjects and enabled learners to do an effective speaking and listening activity with a great store of language expression was studied. The debate education is the most dynamic speaking and listening process that can be performed in the class through an interaction of critical thinking power and logical speaking. Because such debate education can improve a democratic living attitude and learner-centric study ability as well as a communication ability, and critical and composite thinking power, its education effect is high. However, in the actual situation of debate education which has been performed in the school, teachers haven’t led the active participation of learners because they present an abstract and one-sided subject beyond the learners’ interest, or the debate study hasn’t been conducted only by several learners’ presentation because of the lack of definite coaching strategy and reference data. Accordingly, there needs to be the study which enables learners to search the interesting debate subject and arranges the strategic debate study plan, when such situation is considered. In this study, the coaching strategy was performed to conduct the basic study of speaking and listening, to learn the debate’s rules and procedures, and to search the interesting debate subject through the movie and to write the summary, for the strategy debate lesson. Chapter I described the purpose and necessity of the study and examined a preceding study. After deriving the problems of the study, the study method and its limitations were examined. Chapter Ⅱ discussed the importance of debate education to classify a meaning of debate education, and suggests the debate study plan using the movie, as the plan of such debate education. Also, it examined the concept and characteristics. Chapter Ⅲ discussed the basic study coaching method which learns the speaking structure using a story summary method 6-step argument for searching a core point, and the discussion study coaching method which writes the debate’s procedures, rule and subject search and summary. Then, by suggesting the debate teaching and learning steps using the movie and the teaching contents by step, it arranged the coaching strategy for the debate study. Chapter Ⅳ described the actual lesson contents. In the phase of preparation, the annual teaching plan was written by analyzing and reorganizing the speaking and listening curriculum. In the phase of application, the teaching and learning plan was written by selecting four movies by subject and then the debate study was performed. In the phase of conclusion, the results of the study were derived through the questionnaire survey and then its effects were presented. Chapter V described the results of the study gained from the survey. The results gained from this study are followed. Firstly, presenting the subject using the movie in the debate lesson ensures each approach and high interests of learners. So, it helps to perform the learner-centric debate lesson actively. Secondly, the debate study method using the movie give helps to improve realistic problem-solving ability and subjective self-awareness by presenting the definite and general situation and by identifying situations. Also, it enables students to understand various people’s life by showing the diversified world and, it is effective to select and execute many debate subjects by showing abundant imagination. Thirdly, the debate study using the movie gives helps to organizing the debate teaching and learning process more flexibly. Because it can be partially applied by the lesson step, it can be utilized as the meaningful data for achieving the goal of the lesson. Elementary school students show the high learning effect and active learning attitude by more interesting motivation. Also, the movie is effective for presenting the student’s life-centric debate subjects. Therefore, this study indicates that the debate study method using the movie will become the effective method to conduct more active debate education.
more목차
Ⅰ. 서론 = 1
1. 연구의 목적과 필요성 = 1
2. 선행연구 고찰 = 4
3. 연구과제 및 제한점 = 8
Ⅱ. 토론 교육과 영화를 활용한 교육 = 9
1. 토론 교육 = 9
(2) 토론 학습의 의의 = 10
(1) 토론과 토론 학습의 개념 = 9
(3) 토론과 토론 학습의 유형 = 12
2. 영화를 활용한 교육 = 16
(1) 영화를 활용한 수업 = 16
(2) 영화를 활용한 수업 모형 = 18
(3) 토론 학습에 영화를 활용했을 때의 교육적 효과 = 21
Ⅲ. 영화를 활용한 토론 수업 방안 = 23
1. 말하기?듣기 기본 학습 지도방안 = 23
(1) 핵심쟁점을 찾기 위한 이야기 요약법 = 23
(2) 6단 논법을 활용한 말하기 구조 익히기 = 26
2. 토론 학습 지도방안 = 29
(1) 토론의 절차와 규칙 = 29
(2) 토론 주제 찾기와 개요 작성 = 37
3. 영화를 활용한 토론 교수?학습 모형 = 43
(1) 영화를 활용한 토론 교수?학습 단계 = 43
(2) 단계별 지도 내용 = 47
Ⅳ. 적용 및 결과 = 50
1. 준비 단계 = 50
(1) 말하기?듣기 교육과정 분석 및 재구성 = 50
(2) 연간지도계획 작성 = 52
2. 적용 단계 = 53
(1) 영화 선정 기준과 토론 주제 = 53
(2) 영화를 활용한 토론 교수?학습 과정안 = 59
3. 정리 단계 = 63
(1) 설문 조사 결과 = 63
(2) 영화를 활용한 토론 수업의 효과 = 67
Ⅴ. 결론 = 68
참고문헌 = 70
부록 1 - 설문지 = 73
부록 2 - 추천 영화와 토론 주제 목록 = 74
