초등학교 토론 교육에 대한 비판적 고찰

Abstract

The present study purposed to find out the principles and structural elements of debate discourse and to point out problems in debate education through analyzing the contents and the principles of debate units. This is the study that presents a discussion class model that can be generalized. As to emphasiz highly dynamic negotiation, the hierarchy of debate discourse was divided into 'the layer of content expression,' 'the layer of discourse performance' and 'the layer of content understanding.' The principle of cohesion for the first layer, the principle of politeness and the principle of order for the second layer, and the principle of relevancy for the third layer. Moreover, as for the structural elements of debate discourse, this study added element 'presider,' who leads the whole situation of debate discourse, to the elements of general discourse. Debate education must teach the fact that debate should be made through demonstration and how to prepare debate. However, discussion education in Korea teaches rules to be observed in discussion. In 'debate activity,' a method of discussion development fit for the level of elementary school students was suggested. A cross-examination debate model was designed for duo-team or trio-team debate applicable in the field of elementary school through adjusting time for assertion and refutation and using terms. Lastly, in 'debate evaluation activity,' full debate was continued before evaluation activities, and the teacher evaluated during the debate and mutual evaluation was made after discussion in the model.