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독서토론을 통한 비판적 사고력 신장 방안 원문보기
(The) Way to Strengthen Critical Thoughts through the Discussion on Reading

  • 저자

    한광영

  • 학위수여기관

    순천대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    국어교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    vii, 120p.

  • 키워드

    독서토론 비판 사고력;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10062623&outLink=K  

  • 초록

    Critical thoughts strengthen humans' ability to cope with modern informational society and help them to solve problems at the basis of reasonable and sufficient grounds. The discussion on reading is the discussion on some themes between discussers, and strengthens critical ability of thoughts in the course of the discussions. This thesis selected the discussion on reading as the way to strengthen students' ability of critical thoughts. In section II, this thesis scrutinized the concept and need of critical thoughts and drew subsidiary factors of critical thoughts able to strengthen through the discussion on reading. This thesis drew five items centering on the factors which teachers are able to use in Korean language class in the actual educational field and, also, centering on the factors mentioned in the previous researches commonly and the factors able to strengthen through the discussions on reading (to discriminate between the fact and the discussion, to present reasonable and sufficient ground, to grasp problems in the various points of views, to detect prejudices written in description, to confirm hidden meaning and assumption). In section III, this thesis designed teaching and learning model suitable to learning of the discussion so that students can extend critic five factors drawn previously. This thesis made learning and studying model organized systematically dividing it into the activity before the discussion , the activity of the discussion , the activity after the discussion because the discussion on reading is the way where the process is more important than the results at the time of design. In section IV, this thesis actually carried out 15 hour class of the discussion on reading with teaching and learning model centering on process. In discriminating between the fact and the discussion , the stream of class was not systematic because the discussion centered on the subsidiary factor of critical thought was practiced for the first time. So this thesis processed discussion discriminating between fact and discussion clearly. In presenting reasonable and sufficient ground , the students were not so thoughtful, and the grounds of the discussion were not sufficient. In addition, repeated the same words. In grasping problems in the various points of views, the discussion began to frame the structure of the discussion. The chairman controled the stream of the discussion emphasizing notes, and discussers listened to others' opinions than in the beginning. In grasping problems in the various points of views , students explained why others' opinions are prejudices and what is the reasons linking the text impressively. In detecting prejudices written in description , students proceeded discussions relating meanings hidden in title to contents. But, in some groups, vigorous discussion didn't go on due to the insufficient materials. After discussion on reading, students' critic abilities of thoughts were elevated than before, and overcame ambiguous hardships and insufficient self-reliance. In addition, students overcame passivity of expression and publication through discussion . To add to this, this thesis recognized that the discussion demands something noteworthy and sufficient materials, and it is different from conversation without clear aims.


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