글말 통합 교육을 위한 수업 방법 탐색 연구

Abstract

Debate class is a little bit difficult part that Prof. leads university students to be participated in the class. The maximum of 60 students in case, Prof. feels much more difficult to progress debate class. It is often shown that the rest of the students does not concentrate with all that noise on the class or chats with peers except for a discussion group. Especially this kind of behavior of students shows up more than ever that they feel difficult a topic. Besides, most students think tedious to write or dislike to write. The reason why students think hard is to have not enough experience and to have burden to work out their own problems for themselves. This study inspects closely several cases of writing education at university with debate classes and presents a model of communication education. The study shows respective roles, for example writing group and evaluation group to improve participation and concentrativeness. First of all, the study proposes attention points of Prof. to be a class of a type of student participation and of a type of process-based instruction, and to be not a class only for Prof. Having a writing education after discussion class by a group, students who have stress or resistance about writing will get a chance to share various ideas to write well, and do prerequisite learning orally about logical composition process. Therefore writing and speaking need integrated education.