게임만들기 수업에서의 디베이트 적용 사례연구

서지정보

· 발행기관 : 한국초등체육학회
· 수록지 정보 : 한국초등체육학회지 / 20권 / 1호
· 저자명 : 김민우, 박정화, 최흥섭

목차

Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 디베이트 적용과정 및 양상 탐구
Ⅳ. 요약 및 제언
참고문헌

초록

본 연구는 체육과 게임만들기 수업에 디베이트를 적용하기 위해 D광역시 D초등학교 4학년 25명에게 질적연구
방법으로 1-2차에 걸쳐 연구를 수행하였다. 1차에서는 사회자 선정 문제, 디베이트 적용상 및 게임 실행 상의 문
제점 등이 나타났으나, 이를 보완한 2차에서는 다양한 사회자 선정 방법이 있었고, 단위 수업시간에 디베이트가
가능하였다. 디베이트를 적용한 게임만들기 수업에서 나타난 설득 양상은 ‘안전해야 해요’, ‘재미있어야 해요’, ‘공
정해야 해요’, ‘이해하기 쉬워야 해요’, ‘실력을 키울 수 있어야 해요’의 5가지로 나타났고, 의사결정 양상은 ‘자신
이 의견을 변경하는 경우’와 ‘다수결로 결정하는 경우’로 나타났다. 게임만들기 수업에 적용한 디베이트는 실제로
‘일어난 일’을 가지고 디베이트를 할 수 있는 환경을 제공하였다. 후속 연구를 위한 제언으로는 체육교과의 다른
수업모형에 디베이트를 적용한 연구 및 디베이트가 창의?인성 발달에 미치는 영향에 대한 연구 등이 요구된다.

영어초록

This study aims to examine the debate in P.E. game making classes. For this purpose, a qualitative study was
conducted twice on 25 fourth graders attending D elementary school in D metropolitan city. In the first
study, preactivity, carrying out of the game, debate to correct the game, carrying out of the corrected game
were applied, in that order, to the whole students, resulting in the following problems: host selection,
application of the debate and carrying out of the game. In the second study, small-group debate was applied,
and as the result, it was found that there were different ways to select a host and debate was possible in a
unit lesson. In addition, as for the students, they had more chance to express their opinions, which led to
increased self-confidence in debate, and the self-directed learning helped them understand the rules better and
participate in the class more actively. The aspects of persuasion that appeared in the game making classes
were as follows: ‘it should be safe’, ‘it should be interesting’, ‘it should be fair’, ‘it should be easily
understandable’, and ‘it should help improve your abilities.’ The aspects of decision making were proved to
be ‘the cases when he/she changes his/her own opinion’ and ‘the cases when a decision is made by a
majority of people.’ As the study results above, the debate applied to the game making classes has been
verified to offer an environment where students can debate ‘a matter that actually happened,’ and
small-group debate is more effective for elementary school students. As the suggestion for future studies,
study on the application of debate to other P.E. class models and on the influence of debate on the
development of students’ creativity and personality need to be carried out.

참고자료

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