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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
이 논문의 연구 히스토리 (5)
2022
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Students are likely to encounter situations in real life where they have to form agreements with others, and it is oftentimes not easy. Therefore, students need practice to develop their consensus-building ability. This paper introduces discussion activities aimed at consensus-building through project work in a Japanese class of a Korean university and reports the advantages and disadvantages of them.
In the class, reflection and visualization are emphasized to increase consensus-building ability. Then, after sharing rules for discussion and focusing on discussion methods and process, a method was introduced to organize, integrate, and combine opinions required to draw a conclusion. As a result of the practice, learners were able to express their own evidence-based opinion and to reach a convincing conclusion that everyone can agree on.
To investigate learners" awareness for the discussion activity, an end-of-semester questionnaire and interview data were conducted for analysis. The results revealed that the participants reacted positively for the discussion activities. The advantages of the discussion activities were that 1) the participants were provided with an opportunity to say their own opinions freely in Japanese, 2) learners realized improvements in Japanese speech skills and communication skills, 3) learners widened their perspectives through being exposed to others" opinions. On the other hand, disadvantages were due to level differences in Japanese skills between learners and difficulty in consensus-building.
In the class, reflection and visualization are emphasized to increase consensus-building ability. Then, after sharing rules for discussion and focusing on discussion methods and process, a method was introduced to organize, integrate, and combine opinions required to draw a conclusion. As a result of the practice, learners were able to express their own evidence-based opinion and to reach a convincing conclusion that everyone can agree on.
To investigate learners" awareness for the discussion activity, an end-of-semester questionnaire and interview data were conducted for analysis. The results revealed that the participants reacted positively for the discussion activities. The advantages of the discussion activities were that 1) the participants were provided with an opportunity to say their own opinions freely in Japanese, 2) learners realized improvements in Japanese speech skills and communication skills, 3) learners widened their perspectives through being exposed to others" opinions. On the other hand, disadvantages were due to level differences in Japanese skills between learners and difficulty in consensus-building.
목차
Abstract
1. 研究の背景と目的
2. 教材にみられる話し合い活動の現状および先行研究
3. 実践内容
4. 話し合い活動にみられた学習者の変化
5. 学習者意識
6. まとめと今後の課題
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UCI(KEPA) : I410-ECN-0101-2018-020-000864943