지리학습에서 토론수업의 효과에 관한 연구 = The Study about Effect of Discussion Class at Geographical Learning

다국어 초록 (Multilingual Abstract)

Modern society is information-oriented and globalized as entering into 21st century, and according to this, our education also faces with new turning point. In the flooding of rapidly changing information, the amounts of knowledge which students have to learn at school become broader, and the needs to talents who have various abilities which can cope with changing situations of future flexibly increase more. Therefore, teaching-learning method which is desirable in 21st century should be explored to the direction to maximize educational growth and thinking power of students by progressing centered on the activities of learners who are users of education for developing exploratory and positive learning attitude.
It is seemed that the methods such as the education centered on simple arrangement of knowledge and memorizing, and the transfer of passive knowledge cannot become the education which can be survived in fierce competition no more, and cannot extend individual ability and creativity. In order to comprehend the method to harmonize with developing community sentiment not in individual life but in group and to develop the ability and the attitude to develop the culture of human being, the learning for developing creativity which resolves the problem by oneself.
Therefore, in this study, we took measures to discussion class which is called as self-leading learning and searched how much discussion class has effect to geographical class by applying to the class of students.
Because this study is for studying the effect of discussion class in geographical class, we designed discussion learning group as study class and traditional individual learning group as comparative class.
The subject of study was divided four classes of 1st grade in high school as two classes of study class and two of comparative class. In order to research the effect of discussion learning among various types of teaching methods, we conducted recognition examination from subjected class of students before implementing discussion class, and after progressing the first statement type discussion class and the second pros and cons type based on recognition examination, the verification of study result reached following conclusions as the result of comparing of the results between recognition examination before and after discussion class.
First, as the self-leading learning atmosphere of students was inspired, the interest and learning will to geographical curriculum was raised, and it became a help to students to form the attitude of learning by themselves.
Second, because the improvements in creativity, autonomy, originality, and expression are made through discussion class, it became a help to form the human who can cope with information society.
Third, because comparing to existing lecture type class, learner centered learning was made, it became a help to human nature developing of students.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구방법 = 3
• Ⅱ. 이론적 배경 = 6
• 1. 토론수업 = 6
• 2. 토론수업과 관련된 선행연구 = 13
• Ⅲ. 지리수업과 토론수업에 대한 학생 인식도 조사 = 16
• Ⅳ. 지리수업에서의 토론수업 적용 = 24
• 1. 토론수업의 진행 = 24
• 2. 토론수업의 실제 = 24
• Ⅴ. 토론수업 후 학생들의 변화 = 55
• Ⅵ. 요약 및 결론 = 62
• 참고문헌 = 64
• ABSTRACT = 67