교육연극을 통한 말하기 지도 연구

A Study on Teaching Speaking through Educational Drama

&nbsp;&nbsp;With the aim of proposing a comprehensive class model using educational drama as one of teaching methods for speaking, this study constructed a class activity for senior year students who grow to lose the enthusiasm for presenting their opinion.<BR>&nbsp;&nbsp;General learning methods of speaking in Korean under the current 7th Educational Curriculum seem somewhat impractical to help senior year students to cultivate the ability to express their views actively and positively. Therefore, as an alternative to a practical speaking education, the study aimed to suggest educational drama, useful language activity covering non-linguistic expressions such as gestures and facial expressions under a virtual situation of natural daily lives.<BR>&nbsp;&nbsp;Educational drama can be said an effective strategy to promote the creative Korean usage ability, the goal of the 7th Curriculum in that it helps students actively participate in class and solve problems through cooperative activities, thinking of themselves as the subject of learning.<BR>&nbsp;&nbsp;To this end, in this paper, chapter 1 through Ⅴ discussed the following issues;<BR>&nbsp;&nbsp;ChapterⅠ listed previous studies and research methods on the applicability of educational drama.<BR>&nbsp;&nbsp;In chapterⅡ, definitions of educational drama, principles and content of the Korean education under the 7th Curriculum, four discourse types and teaching factors were examined.<BR>&nbsp;&nbsp;Chapter Ⅲ addressed spoken language, physical language, and total entertainment impromptu drama, which are practical methods able to be used for speaking teaching-learning based on educational drama.<BR>&nbsp;&nbsp;In chapter Ⅳ, the study described mainly teaching-learning plans for senior year students and students’ responses after activities, focusing on the 5th graders participating in a class based on educational drama. The lesson plans were constructed largely with speaking activities integrating tablo, consecutive motion, mime, impromptu drama, role play, and TV drama.<BR>&nbsp;&nbsp;Based on the teaching-learning results, conclusions and suggestions were stated in chapterⅤ.<BR>&nbsp;&nbsp;Speaking education using drama is based on voluntary participation and imagination of students and should be widely used as a teaching-learning method in terms of diversity of speaking education.<BR>&nbsp;&nbsp;Considering that findings from this study and reports of the previous papers on speaking education support educational effects of speaking education based on drama, application of educational drama to speaking subject is considered to promote creative speaking ability.<BR>&nbsp;&nbsp;However, teachers’ continuous interest in educational drama and acceptable atmosphere to encourage students to speak positively are a prerequisite to make educational drama a more practical method for sensitivity and linguistic expressions of students.<BR>&nbsp;&nbsp;With the implication that the study suggested a practical teaching-learning model for senior year students and proved the effect through application in practice, it is anticipated that this study will serve as a driving force for extensive follow-up studies on how to use teaching-learning strategies for speaking.