KCI등재
화법 교육의 내용과 목표 = Contents and objectives of teaching speech communication
저자
발행기관
학술지명
권호사항
발행연도
2003
작성언어
Korean
KDC
370
등재정보
KCI등재
자료형태
학술저널
발행기관 URL
수록면
1-37(37쪽)
제공처
소장기관
The questions raised in this study is summarized as follows : First, what kind of contents are chosen for the education of speech communication and how are they organized in the current curriculum? Second, If the contents chosen in the current curriculum were not helpful and they were not organized for leaning speech communication skills sequentially well, what kind of contents should be chosen for developing students' speech communication skills and how should they be organized for effective learning of the same skills? Third, are the contents and objectives presented in the speech communication units of the language arts textbook useful and is their sequence effective for learning? Fourth, if the contents and objectives, and their sequence in the speech communication units of the textbook were inappropriate and ineffective for learning, what measures should be taken?
The results of this study concerning the major four questions raised in the introduction of this paper are summarized as follows :
The result of research concerning one of the first questions shows that most contents chosen in the curriculum are not useful for developing speech communication skills. Contents helpful for developing such skills are only two such as informative speech and persuasive speech from grade 1 to grade 10, and five such as conversation, speech(informative speech and persuasive speech), discussion, debate, and parliamentary procedure from grade 11 to grade 12.
According to the result of research concerning the other aspect of the first questions, the contents are organized without considering sequence and continuity. The organization shows that all of the contents begin to be learned from grade 1 and continue until grade 10, no matter whether each of the contents is easy or difficult to be learned. For example, some of contents relatively difficult for lower grade students are planned to be learned for grade 1 through 10, but some of very easy contents are planned to begin and end at 11 or 12 grade.
Concerning one of the second questions, the contents useful for developing speech communication skills are selected from books on speech communication.
Concerning the other aspect of the second question, the structure of contents from grade 7 through grade 11 or 12 organized by the principles of sequence and continuity is suggested as an example for replacing the content organization of the current curriculum. In this structure, the contents are divided into three groups, which begin at 7th grade, 9th grade, and 10th grade. The contents are also divided into three groups, which end at 8th grade, 9th grade, and 11th or 12 grade. Such division is based on the difficulty level of learning. And the principles of sequence and continuity were applied to the organization according to this division.
To get answers to the third question, the contents and objectives of three speech communication units in the Language Arts textbook for 7th grade were analyzed. The result of analysis shows that the same abstract contents as the ones presented in the current curriculum, most of which are not useful for developing speech communication skills, are used in the units. Even though the main contents are divided into specific ones, these would not construct learning hierarchy. So learning specific contents could not be expected to be increasingly built into understanding one main content. More serious things discovered in analyzing these units are that even when learning these contents are totally completed, the learners will not be able to develop any skills.
The fourth question is related to suggestions for solving the problems found in the study concerning the third question. To get the answer to the fourth question, some efforts were made to categorize contents and behavior from lower levels to higher ones. As such efforts, contents were divided into three categories such as concept, proposition, and procedure. A proposition consists more than one concept. A procedure consists ordering stages to make a product or solve a problem. Each stage of a procedure is represented by a procedural proposition. Therefore, concepts should be taught before making students learn a proposition, and propositions should be taught before helping them learn a procedure.
Behavior is classified into three categories such as recalling, regenerating and generating. Recalling refers to being able to remember contents such as concepts, Propositions, and procedures previously learned. Regenerating refers to being able to understand, summarize, analyze interpret, evaluate, or reorganize given materials by using contents previously learned. Generating refers to ability to make new materials by using contents learned earlier.
By integrating three content categories to three behavior categories, nine categories of objectives have been made as follows : recalling, regenerating and generating concepts; recalling, regenerating and generating propositions; recalling, regenerating and generating procedures. The order of the objectives just presented above could also be applied to the process of teaching and learning. Such categorizing and integrating enables to build sequentially organized hierarchy of objectives and to provide effective learning condition for each objective. If units for teaching speech communication based on such hierarchy of objectives are provided in the units of textbooks, learners may be able to achieve objectives much more effectively.
서지정보 내보내기(Export)
닫기소장기관 정보
닫기권호소장정보
닫기오류접수
닫기오류 접수 확인
닫기음성서비스 신청
닫기음성서비스 신청 확인
닫기이용약관
닫기학술연구정보서비스 이용약관 (2017년 1월 1일 ~ 현재 적용)
학술연구정보서비스(이하 RISS)는 정보주체의 자유와 권리 보호를 위해 「개인정보 보호법」 및 관계 법령이 정한 바를 준수하여, 적법하게 개인정보를 처리하고 안전하게 관리하고 있습니다. 이에 「개인정보 보호법」 제30조에 따라 정보주체에게 개인정보 처리에 관한 절차 및 기준을 안내하고, 이와 관련한 고충을 신속하고 원활하게 처리할 수 있도록 하기 위하여 다음과 같이 개인정보 처리방침을 수립·공개합니다.
주요 개인정보 처리 표시(라벨링)
목 차
3년
또는 회원탈퇴시까지5년
(「전자상거래 등에서의 소비자보호에 관한3년
(「전자상거래 등에서의 소비자보호에 관한2년
이상(개인정보보호위원회 : 개인정보의 안전성 확보조치 기준)개인정보파일의 명칭 | 운영근거 / 처리목적 | 개인정보파일에 기록되는 개인정보의 항목 | 보유기간 | |
---|---|---|---|---|
학술연구정보서비스 이용자 가입정보 파일 | 한국교육학술정보원법 | 필수 | ID, 비밀번호, 성명, 생년월일, 신분(직업구분), 이메일, 소속분야, 웹진메일 수신동의 여부 | 3년 또는 탈퇴시 |
선택 | 소속기관명, 소속도서관명, 학과/부서명, 학번/직원번호, 휴대전화, 주소 |
구분 | 담당자 | 연락처 |
---|---|---|
KERIS 개인정보 보호책임자 | 정보보호본부 김태우 | - 이메일 : lsy@keris.or.kr - 전화번호 : 053-714-0439 - 팩스번호 : 053-714-0195 |
KERIS 개인정보 보호담당자 | 개인정보보호부 이상엽 | |
RISS 개인정보 보호책임자 | 대학학술본부 장금연 | - 이메일 : giltizen@keris.or.kr - 전화번호 : 053-714-0149 - 팩스번호 : 053-714-0194 |
RISS 개인정보 보호담당자 | 학술진흥부 길원진 |
자동로그아웃 안내
닫기인증오류 안내
닫기귀하께서는 휴면계정 전환 후 1년동안 회원정보 수집 및 이용에 대한
재동의를 하지 않으신 관계로 개인정보가 삭제되었습니다.
(참조 : RISS 이용약관 및 개인정보처리방침)
신규회원으로 가입하여 이용 부탁 드리며, 추가 문의는 고객센터로 연락 바랍니다.
- 기존 아이디 재사용 불가
휴면계정 안내
RISS는 [표준개인정보 보호지침]에 따라 2년을 주기로 개인정보 수집·이용에 관하여 (재)동의를 받고 있으며, (재)동의를 하지 않을 경우, 휴면계정으로 전환됩니다.
(※ 휴면계정은 원문이용 및 복사/대출 서비스를 이용할 수 없습니다.)
휴면계정으로 전환된 후 1년간 회원정보 수집·이용에 대한 재동의를 하지 않을 경우, RISS에서 자동탈퇴 및 개인정보가 삭제처리 됩니다.
고객센터 1599-3122
ARS번호+1번(회원가입 및 정보수정)