고등학교 토론 단원 교수ㆍ학습의 비판적 분석

Abstract

This research critically analyzed the integration of the debate unit, explanations about debate knowledge, validity of learning activities and validity of assessment for high school. In terms of the integrated education for debate unit of Korean textbooks, the current debate unit is based merely on the integration of listening, speaking and reading. Integration of writing and literature is possible as well as that of listening and speaking. Besides, integrating other achievement standards under the same language skill is also possible. The way to describe the knowledge in debate consists of explanatory and summarizing types. Most approved textbooks employes summarizing type and regards the debate knowledge as what should be memorized. However, this study suggests that analysis of the discussion topic, types and procedures of the debate should be explained in detail (explanatory type), while the concept of debate, types of issues, and the role of participants should be given briefly in summary (summarizing type). The validity of learning activities in debate unit was analyzed on the basis of the six key elements of the curriculum. The authors pointed out that the six key elements should be organically connected, the activities should be organized practically in order to improve the debate ability of the learners, and detailed information should be provided with consideration of the learners’ level. Finally, the validity of debate assessment criteria provided in the debate unit of the textbooks was analyzed in terms of assessment categories, assessment methods and the validity of the contents.