독서·토론·논술을 연계하여 교육하는 방안에 관한 연구

Abstract

The purpose of this article is to provide education in connection with reading·debate·writing as a way to maximize the advantages and compensate for segmental education. The following is a summary of the research content and a conclusion based on it. First, segmental education is efficient to strengthen the foundations and basics, but it lacks flexibility to contain the nature and results of flexible thinking activities, so linkage education is needed to strengthen language use skills by strengthening the link between functions. Second, linkage education can be conducted around the composition of sub-units, and sub-units can be composed like ‘reading→reading‧debate→reading‧writing→reading‧debate‧writing’, ‘writing→writing‧debate→writing‧reading→reading‧debate‧writing’, ‘debate→debate‧reading→debate‧writing→reading‧debate‧writing’. Third, when selecting a book, the goal of the class, the stage of the learner’s development, and the learner’s interest must be considered. Forth, the points that should be used for the association activites that are the basis for each language function are follows. In the case of reading, intellectual action should be performed in consideration of the reader’s background, the nature of the reading material, and the criteria for performing the task. in the case of writing, we should follow the rules in consideration of the purpose writing and do systematic writing activities through appropriate division of labor. Do it. In the case of debate, you should use reading and writing at the same time to have a debate, but clarify the method and direction of the debate.