공학인 대상 「아카데미 토론」 강의내용 개발과 교육적 효과 분석
Developing Lecture Contents of 〈Academic Debate〉 for Engineers and Analyzing Its Educational Effects
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This research has two main goals. First, it develops the lecture contents of 〈Academic Debate〉 for Engineers considering the characteristics of engineering field as well as the engineer's communicative properties. Second, it analyzes the educational effects of thus designed〈Academic Debate〉class, learners' satisfaction, reduction of students' speech anxiety (hereafter, SA), amelioration of communicative competence (hereafter, CC) and several correlated factors. For this, the survey was conducted with 129 engineering students taking lectures of《Presentation and Debate Skills》in the college of engineering at Pusan National University. According to the first analytic result, students displayed much interest in the differentiated debate class for engineers (over 84.5%). Secondly, the SA has been reduced after the debate education (3.57 points) whereas the CC has been improved (3.54 points) in every grade as well as in both male and female students. Students answered that the education of debate and its practice resulted in the reduction of SA and the amelioration of CC. Thirdly, the students experienced more improvement of ability to take the lead in a discussion or debate than the powers of explanation or persuasion. Besides this study verified that there was a somewhat high correlation between SA's reduction and the improvement of powers of explanation or persuasion respectively (.579, .476). The results stressed that it is inevitable to prepare the effective ways for learners to overcome SA and the appropriate educational treatment considering 'self-assertiveness' in the debate class.
Abstract
This research has two main goals. First, it develops the lecture contents of 〈Academic Debate〉 for Engineers considering the characteristics of engineering field as well as the engineer's communicative properties. Second, it analyzes the educational effects of thus designed〈Academic Debate〉class, learners' satisfaction, reduction of students' speech anxiety (hereafter, SA), amelioration of communicative competence (hereafter, CC) and several correlated factors. For this, the survey was conducted with 129 engineering students taking lectures of《Presentation and Debate Skills》in the college of engineering at Pusan National University. According to the first analytic result, students displayed much interest in the differentiated debate class for engineers (over 84.5%). Secondly, the SA has been reduced after the debate education (3.57 points) whereas the CC has been improved (3.54 points) in every grade as well as in both male and female students. Students answered that the education of debate and its practice resulted in the reduction of SA and the amelioration of CC. Thirdly, the students experienced more improvement of ability to take the lead in a discussion or debate than the powers of explanation or persuasion. Besides this study verified that there was a somewhat high correlation between SA's reduction and the improvement of powers of explanation or persuasion respectively (.579, .476). The results stressed that it is inevitable to prepare the effective ways for learners to overcome SA and the appropriate educational treatment considering 'self-assertiveness' in the debate class.
참고문헌 (29)
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