말하기 능력 함양을 위한 토의수업 활동과 효과 (Discussion class activities and effects for improving speaking ability)

서지정보

· 발행기관 : 충남대학교 인문과학연구소
· 수록지 정보 : 인문학연구 / 60권 / 1호 / 5 ~ 32페이지
· 저자명 : 강연임

초록

이 논문은 토의수업의 준비와 수업활동, 그리고 수업 후의 결과 등을 살핀 것이다. 토의수업은 여타의 수업과는 달리 학습자들이 능동적으로 참여해야 가능하다. 그러한 점을 전제하면서 진행한 수업을 바탕으로 토의수업의 실태와 효과를 살폈다. 내용을 요약하면 다음과 같다.
토의활동을 위한 준비 단계를 검토하였다. 말하기와 관련된 기초적인 이론 학습, 부담 없이 말할 수 있는 분위기 조성, 그리고 주제 관련 정보 획득의 필요성을 검토하였다. 이것은 본격적인 토의가 진행될 수 있도록 사전에 대비하는 것이면서 효과적인 토의를 위한 전략이기도 하다.
토의수업의 구성과 수업 활동을 살폈다. 토의수업을 도입, 전개, 발전, 마무리로 구성하고 각 단계별로 어떻게 수업이 진행되었는지 제시하였다. 발단에서는 본격적인 토의활동이 진행되기 전에 학습자를 파악하고, 말하기에 대한 인식 변환, 말하기와 관련된 기초지식을 익히고, 전개에서는 토의 주제 정보를 공유하면서 조별 말하기나 미니토크를 진행하여 토의 분위기를 고취한다. 발전에서는 토의를 집중적으로 진행하여 결과를 도출하고, 도출된 결과를 정리하여 발표하고 동료의 질의응답은 물론 평가를 받는다. 마무리에서는 토의 활동을 최종적으로 정리하면서 토의수업의 의의에 대해서 총평한다.
토의수업의 효과를 검토하고 토의수업을 위해 필요한 사항을 제언하였다. 토의수업은 소수의 의견도 중시하면서 최선의 방안을 모색하는 말하기이다. 그러한 특성 때문에 토의수업을 진행하면 학습에 대한 동기부여는 물론 성취감이 고취될 수 있고, 좋은 방안을 모색하는 과정에서 자기 주도적인 학습 태도를 기를 수 있다. 여러 사람과 의견을 조율하는 과정을 통해서는 의사소통 능력을 키울 수 있고, 토의를 통해 집단지성의 중요성을 인식하는 가운데 융합적 사고력과 종합적인 판단력을 기를 수도 있다. 다만 수강생 수의 조정, 다수를 위한 공간 확보, 평가방법의 변화, 교수자의 준비 등은 효과적인 토의수업을 위해 선결되어야 할 조건이라 하겠다.

영어초록

This study examines the preparation and discussion activities, and the results after the discussion activities in the discussion class. Unlike other classes, discussion classes are possible only when learners actively participate. On the premise of such a point, the actual conditions and effects of the discussion class were examined based on the class conducted. The summary is as follows.
First, the preparation and strategy for the discussion class were reviewed. Discussion classes may be possible only when learners actively participate. Moreover, you have to express your opinion in words in front of many people. This may require preparatory activities. Students should learn basic theories related to speaking and conduct preliminary activities to create an atmosphere where they can speak without burden. And by acquiring subject information, you should prepare for a full-scale discussion. It can be said that it is a strategy as well as preparation for the discussion class to check all these matters.
Second, the composition of the discussion class and class activities were examined. This is actually a class that was conducted and looked into as a model. The discussion class was largely organized into four stages, and the learning contents progressed in each stage were specified. In other words, it consists of introduction, development, development, and conclusion, and how the class was conducted in each step was presented. In the introduction, learners are identified before the full-scale discussion activities are conducted, the perception of speech is transformed, and basic knowledge related to speech is learned. In the development, discussion topics are shared and group talks or mini-talks are conducted to inspire the atmosphere of the discussion. In development, results are derived while intensive discussions on the subject, and questions and answers are conducted for each group. The contents of the discussion are then summarized and presented, and questions and responses from all colleagues are received as well as evaluation. At the conclusion, the discussion activities are finalized and the evaluation of the discussion activities as well as the significance of the discussion classes are reviewed.
Third, the effect of speaking learning through discussion class was reviewed. Discussion classes are part of group speaking. Because of such characteristics, discussion classes can have various effects. Because all learners must participate, motivation for learning and a sense of accomplishment for learning can be encouraged. On the other hand, not only can you develop a self-directed learning attitude in the process of expressing opinions and finding good solutions, but you can also coordinate opinions with multiple people and develop communication skills. Moreover, since learners from various departments gather and share opinions, the importance of collective intelligence can be recognized, and based on this, convergent thinking skills and comprehensive judgment can be improved.
Fourth, there is no problem that must be decided in advance for the discussion class to proceed as intended. In order to increase the educational effect of the discussion class, the number of enrolled students should be reduced, and space for group discussions should be secured. In addition, because of the nature of the discussion class, qualitative evaluation rather than quantitative evaluation takes up a large proportion, so it may be better to choose the absolute evaluation method. In addition, rather than transferring knowledge and information, teachers need to be familiar with the purpose, method, and content of the discussion class so that learners can learn while thinking on their own.

참고자료

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