토론 교육의 내용 설정 방향
On the Contents for Teaching Debate
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This study investigated how to establish the contents for teaching debate in Korean language education. For this purpose preceding studies and the contents related to debate in recent national curriculum of Korean language were reviewed. Recent perspective on teaching debate emphasizes argumentation and social interaction, which has something to do with understanding prototype of debate as academic debate that is a kind of logical game. This perspective might weaken the transference of teaching debate for daily life. To strengthen the transference of teaching debate for daily life, this study suggested four ideas. (1) We need to define the concept of debate as rational problem-solving process through transcation as well as competition. (2) We need to see debate as linguistic aspect or attribute as well as discourse type so that we escape from the inflexible perspective on debate. (3) We need to complement the contents for teaching debate by the contents for improving the listening competence for debate audiences. (4) We need to systemize the contents for improving argument and social interaction competence in debate using factors for example phases of debate and cognitive behavior types.
Abstract
This study investigated how to establish the contents for teaching debate in Korean language education. For this purpose preceding studies and the contents related to debate in recent national curriculum of Korean language were reviewed. Recent perspective on teaching debate emphasizes argumentation and social interaction, which has something to do with understanding prototype of debate as academic debate that is a kind of logical game. This perspective might weaken the transference of teaching debate for daily life. To strengthen the transference of teaching debate for daily life, this study suggested four ideas. (1) We need to define the concept of debate as rational problem-solving process through transcation as well as competition. (2) We need to see debate as linguistic aspect or attribute as well as discourse type so that we escape from the inflexible perspective on debate. (3) We need to complement the contents for teaching debate by the contents for improving the listening competence for debate audiences. (4) We need to systemize the contents for improving argument and social interaction competence in debate using factors for example phases of debate and cognitive behavior types.
참고문헌 (20)
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