초등학생의 토론 능력 신장을 위한 논증 전략 교수-학습 모형 연구

The Model Research on Teaching-Learning in the Demonstration Strategy for the Development of Discussion Ability of Elementary School Students

Linguistic abilities in communication of which individuals are able to be possessed in modern society are among most important ingredients to be in the mercy of success and failure of self-realization and life in society. Above all, the most important among them is, I think, discussion ability. Discussion is among dialogue styles which logically prove one's insistence and then are focused on the process to solve a problem. So ,we can say, the most important ingredient in good discussion is 'demonstration ability' which is enable us to prove their insistence logically. But, there isn't real and good discussion teaching because of the shortage of understanding for roles and concepts of demonstration and of development of teaching-learning method. So, this study is focused on developing teaching-learning model of demonstration strategy for developing discussion ability of elementary school students and I'd like to deal with three research problems, the following. First, to develop demonstration ability, after we should set up model of demonstration structure and formulate by stages, and concretely teach each ingredients of demonstration and the strategy concerned. Second, we should look for the model for suitable teaching-learning in the guidance of elementary school students, applying the strategy of demonstration which has been learned to discussion. Third, we should apply this method to class and analyze the result of this guidance. The model for teach the structure of demonstration to elementary school students was set up on the basis of 'demonstration structure of Toulmin' and 'The method of six stages in discussion' written by Kim Byung-won, and divided class as three stages for systematic guidance. The basic system of teaching-learning model for the strategic guidance of demonstration is followed. <The Basic System of Teaching-Learning Model for Guidance of Demonstration Strategy> <그림> The suggestion which we can get by means of this research is followed. First, students can figure out demonstration as the result of setting up the model for teachers to teach a demonstration strategy to elementary school students and teaching by stages. I could logically develop my insistence in real discussion by drawing the strategy which is essential in guidance and by teaching the form of thought with data. Second, I could develop discussion ability of students as teaching discussion systematically through making the model of teaching-learning for guidance of demonstration strategy. Third, there is, I think, necessity to develop systematic data for us to teach carefully various strategies which is required in the application of this teaching-learning, and necessity to supplement the systematic contents of demonstration model on account of the difficulty which I should arrive at the objective for short hours. In this study, I have ever made teaching-learning model to guide demonstration strategy to be of importance in discussion. Moreover, If we can properly reconstruct ,according to environment, stages and strategies which are suitable for each learners, we can, I think, use this study. Therefore, I expect that my study for this teaching-learning model can give a little help to teaching on demonstration which is difficult.