이 글에서는 2007 개정 교육과정에서의 토론의 성격을 교육과정에 제시된 성취 기준(교육 내용) 및 교수학습 방법, 평가를 통하여 탐색하였다.
국어과 교육과정에서 토론 관련 성취 기준은 5학년, 7학년, 10학년인 세 개 학년에만 기술되어 있어서 ‘토론 학습’과 ‘학습 토론’의 역할을 하는데 부족하다.
2007 개정 교육과정에는 국어과 이외에 도덕과, 역사과, 과학과, 체육과, 미술과, 한문과, 환경과에 교수․학습의 방법으로서 ‘토론법’이 제시되고 있다. 그러나 토론법에 대한 구체적인 해설은 제시되지 않아 무엇을 의미하는지 알기 어렵고, 각 교과별로 횡적인 연계성이 고려되지 않았다.
또한 2007 개정 교육과정에는 도덕과, 실과, 기술․가정과, 미술과, 한문과, 정보과, 환경과에 평가 계획 또는 평가 방법으로서 ‘토론법’이 제시되고 있다. 그러나 교육과정 용어 차원으로만 기술되어 토론법이라는 구체적인 내용을 알기 어렵고, 각 교과별로 횡적인 연계가 이루어지지 않았다.
교육과정에서의 토론은 국어과 교육과정의 성취 기준(교육 내용)이자, 국어과를 비롯한 모든 교과의 중요한 교수학습 방법 및 평가로서의 성격을 지닌다. 그러므로 국가 교육과정을 개정할 때에는 ‘토론’ 내용을 더욱 중요하게 선정․조직하여야 한다. 그래서 국어과의 성취 기준(교육 내용)으로서의 ‘토론 학습’을 학생들이 체화할 수 있도록 강조할 뿐만 아니라 모든 교과 학습의 도구적 역할을 하는 ‘학습 토론’으로서의 의미를 심화할 수 있도록 해야 한다.
This writing explored the characters of debate in the achievement level(educational contents), the teachinglearning method, the assessment, which was suggested in 2007 revised curriculum. The achievement level related to debate in the Korean language curriculum is suggested only in 3 school years, which are 5th grade, 7th grade, and 10th grade. However, the achievement level related to debate is lacking in playing a role of 'learning to debate' and 'debate to learn'. Therefore, a research of curriculum is needed for making the use of debate active in order to strengthen ability of using Korean language along with guidance on debate. In 2007 revised curriculum, 'debate method' is being suggested as one of teaching․learning methods for Moral education, History, Science, Physical education, Fine Arts, Chinese characters and classics, Environment curriculum in addition to the Korean language curriculum. However, specific interpretation on debate method wasn't suggested. Thus, it was difficult to know what it means. Horizontal connection wasn't considered by each curriculum. Also, in 2007 revised curriculum, 'debate method' is being suggested as assessment plan or assessment method for Moral education, Practical courses, Technology․Home economics, Fine arts, Chinese characters and classics, Information, Environment curriculum. However, it is described only with terminology, thereby being difficult to be known specific contents. It is also described with different method from the Korean language curriculum, and is not formed the horizontal connection by each curriculum. The national curriculum, which is revised in the future, needs to be regarded 'debate' as more important. There is necessity of emphasizing significance as 'debate to learn' which plays an instrumental role in all the learning, simultaneously with further deepening 'learning to debate' as the achievement level(educational contents) in the Korean language curriculum.
This writing explored the characters of debate in the achievement level(educational contents), the teachinglearning method, the assessment, which was suggested in 2007 revised curriculum. The achievement level related to debate in the Korean language curriculum is suggested only in 3 school years, which are 5th grade, 7th grade, and 10th grade. However, the achievement level related to debate is lacking in playing a role of 'learning to debate' and 'debate to learn'. Therefore, a research of curriculum is needed for making the use of debate active in order to strengthen ability of using Korean language along with guidance on debate. In 2007 revised curriculum, 'debate method' is being suggested as one of teaching․learning methods for Moral education, History, Science, Physical education, Fine Arts, Chinese characters and classics, Environment curriculum in addition to the Korean language curriculum. However, specific interpretation on debate method wasn't suggested. Thus, it was difficult to know what it means. Horizontal connection wasn't considered by each curriculum. Also, in 2007 revised curriculum, 'debate method' is being suggested as assessment plan or assessment method for Moral education, Practical courses, Technology․Home economics, Fine arts, Chinese characters and classics, Information, Environment curriculum. However, it is described only with terminology, thereby being difficult to be known specific contents. It is also described with different method from the Korean language curriculum, and is not formed the horizontal connection by each curriculum. The national curriculum, which is revised in the future, needs to be regarded 'debate' as more important. There is necessity of emphasizing significance as 'debate to learn' which plays an instrumental role in all the learning, simultaneously with further deepening 'learning to debate' as the achievement level(educational contents) in the Korean language curriculum.
