소크라테스의 ‘문답법’을 활용한 문법교수법
The grammar education using socratic method
0
조회
0
다운로드
16
인용
0
참고문헌
키워드
초록
The purpose of this paper is to get involved in the Socratic Method, Which is related in grammar education..The Socratic Method is useful for grammar education in that learner might be constantly think and expand their thoughts. The lecturer should not teaching people but ‘asking people’ and question also should be consists of meaningful things. The types of question can be divided Probing, Requiring definition, Argue against type(Elenchos), Leading and Shaking(provoke someone into a quarrel). This passage is pursuit of process, which is intended for ‘thinking grammar’ found in ‘Educating Grammar to Extend Originality’, ‘The Instruction of Academic Grammatical Debate utilizing to blended learning’ and ‘A Study on the development of an inquiry study materials for grammar education’. The author has analysed and evaluated case of grammar education, which is adapted for Socratic Method in ‘Grammar Education Course’, Where thirty-five students (Hannam Univ, majored department of korean education) participated in. The major elements of Socratic Method are critical question and supported listening. It is the effective learning method since it can adapt critical question-process differently, depending on their levels.
Abstract
The purpose of this paper is to get involved in the Socratic Method, Which is related in grammar education..The Socratic Method is useful for grammar education in that learner might be constantly think and expand their thoughts. The lecturer should not teaching people but ‘asking people’ and question also should be consists of meaningful things. The types of question can be divided Probing, Requiring definition, Argue against type(Elenchos), Leading and Shaking(provoke someone into a quarrel). This passage is pursuit of process, which is intended for ‘thinking grammar’ found in ‘Educating Grammar to Extend Originality’, ‘The Instruction of Academic Grammatical Debate utilizing to blended learning’ and ‘A Study on the development of an inquiry study materials for grammar education’. The author has analysed and evaluated case of grammar education, which is adapted for Socratic Method in ‘Grammar Education Course’, Where thirty-five students (Hannam Univ, majored department of korean education) participated in. The major elements of Socratic Method are critical question and supported listening. It is the effective learning method since it can adapt critical question-process differently, depending on their levels.
참고문헌 (27)
- 강현석, "교과교육학의 새로운 패러다임" (2006), 아카데미프레스
- 고트프리드 마르틴, "대화의 철학-소크라테스" (2004), 한길사
- 김광수, "논리와 비판적 사고" (1997), 서광사
- 김귀룡, "원형적 비판으로서의 소크라테스적 논박", 서양고전학연구, 10(1), pp.43~77 (1996), 한국서양고전학회
- 소크라테스의 문답식 교육, "새가정", 2011, 54~57
- 김유석, "대화의 철학 혹은 철학적 대화 － 플라톤의 초기 대화편을 바라보는 한 시선", 해석학연구, (23), pp.79~108 (2009), 한국해석학회
- 김유석, "플라톤의 초기 대화편에 나타난 소크라테스의 엘렝코스", 서양고전학연구, (35), pp.53~89 (2009), 한국서양고전학회
- 김영채, "사고와 문제 해결 심리학" (1995), 박영사
- 김진, "플라톤 대화편에 나타난＂소크라테스적 대화＂의 방법론적 구조", 철학탐구, 21, pp.95~120 (2007), 중앙철학연구소
- 김홍범, "문법교육을 위한 탐구학습 자료 개발 연구", 겨레어문학, (41), pp.11~32 (2008), 겨레어문학회
- 김홍범, "창의성 계발을 위한 문법교육", 문법 교육, 10, pp.93~118 (2009), 한국문법교육학회
- 김홍범, "웹블렌디드 토론에 기반한 문법교수법의 원리와 방법 ― 사범대학 국어교육과 대학생을 대상으로", 문법 교육, 12, pp.173~201 (2010), 한국문법교육학회
- 김홍범, "블렌디드러닝을 활용한 아카데미식 문법토론 교수법", 문법 교육, 13, pp.57~92 (2010), 한국문법교육학회
- 김홍범, "창의성 계발을 위한 문법교육 자료 개발", 문법 교육, 20, pp.25~50 (2014), 한국문법교육학회
- 성기산, "서양교육사연구" (1993), 문음사
- 아리스토텔레스, "소피스트논박" (2007), 한길사
- 안광복, "엘렌코스를 중심으로 본 소크라테스 철학방법론", 박사, pp.2006
- 이경현, "CPS에 기반한 문법교육", 문법 교육, (11), pp.229~258 (2009), 한국문법교육학회
- 이상인, "플라톤 전기대화편의 탐구방법과 목표", 서양고전학연구, 12(1), pp.91~118 (1998), 한국서양고전학회
- 이영문, "Socrates의 대화법과 학교 도덕교육", 초등교육연구, 15(2), pp.329~344 (2002), 한국초등교육학회
- 이상철, "스피치와 토론" (2007), 성균관대학교 출판부
- 스티븐 바커, "논리학의 기초" (1986), 서광사
- 장두익, "소크라테스의 교육의 방법으로서의 문답법", 철학윤리교육연구, 4(11), pp.77~108 (1988), 한국철학윤리교육연구회
- 조연순, "창의성 교육" (2008), 이화여자대학교 출판부
- 최지연, "국어과 교수학습 방법" (2007), 역락
- 하재홍, "소크라테스식(문답식) 교수법", 법학논집, 14(4), pp.281~309 (2010), 법학연구소
- 한상철, "토론" (2006), 커뮤티케이션북스