설명하는 말하기의 단계별 지도 프로그램 연구

• 영문명: The study of teaching program by each steps of explanatory speaking
• 발행기관: 한국어문교육학회
• 저자명: 김정수(Kim Jeong-su)
• 간행물 정보: 『어문학교육』어문학교육 제28집, 77~114쪽, 전체 38쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2004.05.01

영문 초록

Explanatory speaking needs ability of correct information delivery and thinking power. It is used at daily life, at every lessons including Korean and under various lesson situations. But, it has not enough preceded study related strategy and practical teaching methods because it is simultaneously proceeded in a course of explanation, and it is at the mercy of talking circumstances, and it takes serious view of practical performance. So actually, it does not work efficiently. The study considered these problems and through systematical approaching for explanatory speaking, for the purpose of suggesting efficient explanatory speaking teaching-leaning method and data. This study researchers practiced ways on explanatory speaking for elementary school students under next three assumptions. First, The strategy related explanatory speaking and the program by each steps which suggested at the course of elementary school education will provide children with easy way to reach the ways of explanatory speaking. Second, The feature of learning the speaking is different from reading or writing. It should be fulfilled at the real situation. Because it is generated simultaneously, occurred in mutual relation between speaker with listener and controlled by talking circumstances. So, explanatory speaking program which considered these factors would be applied very useful. Third, teacher's setting an examples has a limit at the explanatory speaking. So, we need a strategy to increase the effect of learning by showing a good example. The data (P.P.T data. visual data. etc...) which applies audio-visual media would call attention to lecture and animate lecture with suggesting a model for performance. The deployment course of this thesis are followings. First, classifying the method of explanatory speaking into cause-effect, contrast-comparison, collection, analysis, classification, sequence, example, solution by analysing the explanatory speaking teaching-learning at elementary education and the actual condition of the education course. After, we researched each methods how they related by each grades in education course. From the analysed result, we developed and suggested explanatory speaking program by methods 4-5steps each, whole 35steps. Program sources which considered by each methods are followings. 1) learning the concept of explanatory speaking by each methods 2) learning the strategy of schema organizer 3) learning the strategy of using the clue words 4) offering the speaking situation of using the illustration and media 5) speaking practice through variety mutual relation The situation of explanatory speaking was suggested by applying study print, P.P.T data, illustration, media data, CD data pertinently. This program, which suggested by each steps, was negotiated with the strategic teaching model of speaking and environment which make much of real performance and learning methods which take a serious view of mutual relation. It was applied to newly transformed strategic teaching model and existing a learning model of problem solving. After that, a lecture case of explanatory speaking by 7 methods was suggested. This data and teaching-learning program was continually regulated and supplemented by applying directly to a 3rd grade class which was taught by researcher at 2002, and to a 5th grade class which is being taught by researcher at 2003. If we taught the examples or steps which modified or reorganized by considering individual variations and hardness or easiness, the program by each steps would be a guidance for effective teaching-learning of explanatory speaking which can be used by whole elementary grades.

목차

Ⅰ.서론

Ⅱ.이론적 배경

Ⅲ.설명하는 말하기의 단계별 교수·학습 프로그램의 구성

Ⅳ.요약 및 제언

참고문헌

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