토의.토론수업 사례연구

Title
토의.토론수업 사례연구
Authors
공정자
Keywords
토의, 토론, 수업
Issue Date
1998
Publisher
인하대학교 교육연구소
Series/Report no.
인하교육연구제4권141-174 pp.
Abstract
In the present case study an attempt was made to analyze college students' perceived effect, on their own communicative ability, of a discussion and debate method which was employed for an undergraduate course offered in the Fall semester of 1998.
The class was organized in such a way that each and all students got involved in a total of 13 one-week sessions with different themes for different weeks. A total of 37 students were randomly assigned into 4subgroups for discussion and debate. Each week 4 new subgroups were formed by a random assignment.
Reading materials were given to the students. All students were asked to read and study the material.
At the first session of the next week all the students turned in a summary report. Under the leadership of the chairperson themes were chosen from the assigned reading materials and the members of subgroup were encouraged to discuss and debate over the theme for one-credit-hour session.
At the beginning of the next two-credit-hour plenary session a panel of 4 chairpersons and a panel of 4 rapporteurs took turn in reporting to the whole class over how the discussion and debate went on in their respective subgroup. Then followed the question and answer session open to the whole floor. Any comments, so far as it was relevant to the theme on hand, were welcome.
The professor wrapped the session up with some observations, comments, and/or insights, if it seemed necessary or relevant. Then, new reading materials were assigned for studying for the next week discussion-debate session.
The whole procedure mentioned above was repeated for each week to follow.
At the end of semester a questionnaire survey was administered to have all the students evaluate their own communicative ability on 15 dimensions, at first as of the end of semester and then as of the beginning of semester.
Data analysis showed that considerable proportion of the students evaluated their own communicative ability had improved considerably on many of the 15 dimensions.
The students were also asked to write in what they thought were good about, and bad about, the way class proceeded, that is, "teaching by discussion and debate method"
Students' responses showed some areas where more efforts should be made on the parts of both professor and students to make the discussion and debate methods more effective tools for college teaching and learning
URI
http://dspace.inha.ac.kr/handle/10505/1032
Appears in Collections:
연구기관 > 교육연구소 > 인하교육연구(교육문화연구)
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