중학교 토론 수업에 대한 인식과 활성화 방안 연구

Abstract

This research was conducted to offer an insight into education by discussion, and a Korean-language teacher’s professional development due to the implementation of discussion classes. The data was collected by using a web site which supports online survey and the invitation e-mails to questionnaire were sent to 250 middle school teachers who have experiences in having discussion classes. The responses of 81 teachers were analyzed in this research and the results are as follows. First, as to discussion class, 35.8% of teachers who responded, stated that they do not attempt to implement discussion in their class because of a shortage of time, and 53.1% of them answered, they feel burden about slacking down in lesson progress. Second, 32.1 % of the teachers said, the size of the class is too large for them to manage the class during discussion. To the question about what is the most difficult part, 38.4% of teachers stated that it is motivating students to participate actively and encouraging interactions among them. 35.8% of the respondents stated, controlling the free-rides and those who have learning depression is the hardest part during discussion class. Third, 32.2% of respondents said the reason for their evasion of having discussion class is the lack of students’ preparation, and 19.8% responded it’s because of their shortage in background knowledge and ability to have discussion. Fourth, the rate of the teachers who have difficulties in preparation stage was more than any other stages. 37% of the respondents answered that they do not have discussion in class because they feel burden due to a large amount of preparation for class. 27.2% of teachers stated, on the other hand, they are lack of experiences, know-how, and confidence. Finally, 97.5% of teachers responded, though they have received teacher training for discussion classes, they still feel burden, less confident owing to the lack of skills. Furthermore, 21% of teachers who responded, stated that the consulting or peer-coaching supported by schools and education office to activate discussional education is not actually helpful but just merely on the level of encouragement.