비교하며 읽기와 제안서・비평문 작성을 활용한 독서토론 수업 모형 연구

Abstract

This study aimed to identify new complementary activities that elicit the interest of learners before and after reading discussions, and help them acquire diverse viewpoints. Additionally, it aimed to assess the effectiveness of such activities. Accordingly, this study attempted to develop a class model of reading discussions that considers the circumstances caused by COVID-19 and reflects the promotion strategy of Third Reading Culture Promotion Core Tasks such as “communication,” “discussion,” ”community,” and “digital.” The class model proposed in this study comprised the following four steps: “comparative reading,” “writing a proposal,” “online reading discussions,” and “writing a critique.” The first step helps learners establish their values while verifying and assessing consistent or contradicting opinions on two books. The second step involves discussing the preparation process, where learners recognize that the private and public problematic situations are closely associated, and they prepare their stance and basis for the issues to be debated. In the third step, new digital communication methods that allow learners to participate in discussions with peers online are applied. The fourth step concludes the reading discussion class by critically and reflectively summarizing the prior class processes. After the class, a post-hoc questionnaire survey was conducted with the learners. Majority of them provided a positive response to the question on the effectiveness of each item. The analysis of the learners’ responses to the questionnaire confirmed that this class model helped learners understand books and acquire diverse viewpoints. Additionally, it had a positive effect as a complementary activity that enhanced the quality of reading discussions.