토의, 토론 중심의 국어교과 수업을 통한 논술능력 향상 방안 연구

Abstract

The purpose of this study is to prove that a teacher can improve students' expository essay writing ability through discussion and debate-focused Korean regular classes, and to show how to design and construct the format and procedure of expository essay writing classes. In European countries, such as England and France, teachers teach students how to write an essay, how to read various types of reading materials, and how to train themselves to write an essay on a regular basis after analyzing the texts. They are regularly evaluated by essay writing tests. In these countries, the systems of college entrance exams are closely linked to those of such schools' assessment, and are also directed in the same direction as secondary schools are. In Korea, however, the two exams do not reflect the writing ability at all because the students are required to choose one best answer among five possible answers by multiple choice questions. Neither regular exams in the secondary school nor National college entrance exams reflect students' writing ability mainly because the format of the two tests are multiple choice chosen one among five possible answers. Therefore, the basic proposition of this study is that teaching and practicing the writing ability in the regular Korean class is the most desirable, effective, and only opportunity because Korean High School students have never taken any kind of writing test fixed as a testing system. To verify this proposition, a chapter of Korean Textbook has been chosen as a teaching material to design and construct the format and the procedure of Korean teaching-learning class. And the format and the procedure of Korean teaching-learning class are to be applied to a real classroom situation. Four skills, speaking, listening, reading, and writing, are closely connected to one another. Writing skill will be more effectively upgraded with integrating other three skills together. The concrete format of teaching-learning Korean, in which students can learn skills all together, is performed through small group discussion and debate activity. A writing format for the expository essay writing has been adopted through small group discussion and debate activity. And thus, the concrete procedural format for the expository essay writing, which consists of five stages as ① reading texts ② recognizing tasks ③ solving tasks ④ writing an essay ⑤ appraising the writing among students themselves, has been organized as a learning program. Also, this study's program of the expository essay writing has been applied to a real classroom situation, and verified whether it has a meaningful effect on students' cognitive and emotional development. As a result, discussion and debate-centered Korean class proposed in this study to make considerable differences has been proved in improving students' expository essay writing ability and changing students' positive attitude toward the expository essay writing. This study has significance in revealing following results. First, this expository essay writing program is more practical and adoptable in these days' educational situation. It is also presenting a desirable teaching method which is an alternative for nowadays' existing expository essay writing class. Finally, The expository essay writing class should be administered during the regular Korean class, not extra-curricular class, focused on discussion-debate activity.