고등학교 <사회>과 논쟁수업에 관한 연구 : Focusing on the unit "The Development of Democratic Society and Democratic Citizen" from the text of 1st grade students = The Study on Debate Classes in the High School Social Studies Classroom
저자
주도연 (이화여자대학교 일반사회전공)
발행기관
학술지명
권호사항
발행연도
2003
작성언어
Korean
KDC
378.000
자료형태
학술저널
수록면
351-369(19쪽)
제공처
소장기관
We are living in the society with rapid changes, significant increase in information and innate respect for democracy. Since the members of this society are exposed to various kinds of conflicts resulting from those rapid changes, they are required to have the ability to unravel social conflicts in a rational manner. They are also expected to be able to gather wide range of information and choose suitable information for themselves. In addition, they have to be endowed with the virtues that every member of democratic society should have: conversation and discussion and concession and compromise. Therefore every member of democratic society should be able to sort out necessary knowledge and information, make one's position clear based on rational value system, and mediate interests between oneself and others with willingness to settle problems and will to put one's thought into practice for the purpose of solving problems. That's the very democratic citizenship required by modem society and, if we go further, cultivating those democratic citizen is the direction for as well as objective of the education.
Therefore this study is designed to verify the hypothesis that issue-oriented class is more efficient method of teaching to achieve the goals of social study than conventional one by using it for the class as a means of cultivating democratic citizenship according to the consideration that the democratic citizenship is main body for one's will to solve social problems more actively, to define one's position clearly, and to make decision rationally.
In the first place, modem society and its issues has been studied. Then the existing theory, conception and theoretical characteristics of issue-oriented class have been examined based on the previous study.
Second the groundwork for issue-oriented class has been made after understanding the applicable issues according to each unit of social studies within the context of 7-step curriculum for high school students.
Third, 16 areas of controversial issues were presented to the students in order to choose the educational contents based on students' perception with relation to controversial issue class, and their interest, importance, and seriousness have been surveyed.
Fourth, for empirical study, the teaching model applying issue-oriented class was given to the first grade students of high school, which means that they are also 10th grade within the context of 7-step curriculum, using the most applicable unit to practice the issue-oriented class, VI. The Development of Democratic Society and Democratic Citizen. However the controversial issue should be selected on the basis of the findings having obtained from previously conducted survey.
Fifth, the subjects are the first grade students attending C Girls' High School in Jungang-dong, Gwacheon, which is also the school that the researcher has been working for and 4 of 10 classes were sampled by the researcher randomly. The experiment was performed from October, 2 to October 25, and the issue-oriented class applying PROTON model by Johnson & Johnson and pro-con negotiation model based on Johnson & Johnson's by Ju, Eunok has been given to those 4 classes throughout 5 times.
Finally, in order to verify the effect of issue-oriented class, the survey questionnaire was given to all students having participated the experiment before and after the experiment respectively, and the result has been examined thoroughly. As a result it was verified that the issue-oriented class had been more efficient to accomplish the goals of social studies and enhance the academic achievement than conventional one.
The analysis methods used here are Paired t test for investigating the degree of democratic citizenship improvement and One-Way MANOVA for examining the correlation among educational effects according to variable factors. SPSS WINDOWS 10.0 has been used for all statistical analyses and the test has been done using 96% confidence level.
The results are as follows;
First when the comparison was made after the class, all 118 students given the issue-oriented class model have shown significant increase not only in perception of social studies(importance, interest and participation) but also in perception of controversial issues, ability to search for alternatives, procedural principle of rational decision-making procedure and participation in social activities.
Second frequency of access to news or newspaper in daily lives, school record, economic status and parents' academic background of a student were compared in order to examine variable factors affecting issue-oriented class. As a result the most influential factors were 'frequency of access to news or newspaper in daily lives' and 'school record of a student'. The educational effect of issue-oriented class had much effect on the students with high marks and those with low grades. The students with little frequency of access to newspapers also have shown much educational effect.
Lastly after finishing the issue-oriented class, almost all students showed positive attitude toward the survey questionnaire asking how the students had felt about the class different from previous one, what they could have obtained from the class and what they had wanted from teacher about these kind of class.
However this study still has a long way to go. The research period is comparatively short and many other variable factors such as the relation between learning atmosphere and students and interaction with teacher aren't controlled completely. Therefore it is difficult to generalize the results.
Consequently the research on more concrete controversial issue-centered education considering Korean classroom situation should be activated, and this would be possible only when supporting policies are made and the teachers have active interest and participation in it. In addition, these research achievements should be reflected in teacher-training course and currently working teacher-training program so that they could help teachers-to-be and currently-working-teachers have a lot of experiences.
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