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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Speech communication education cannot be a science before it has its own research objects and methodologies. The critical review of the literature suggests that the starting point be to recognize the phenomena of speech communication education as its own objects, distinguished from speech communication. From the perspectives of research purposes, five components are recognized as necessary for research programs on speech communication education: philosophical, theoretical, analytical, empirical and practical ones. Several perspectives like formal, functional, cultural heritage, critical, and personal growth ones can be applied to each of these five components.
On the philosophical level, a researcher can raise questions about the nature and foundations of speech communication education. The theoretical level plays a role of a bridge between the philosophical level and the analytical one with focus on developing models for speech communication education. The analysis of the discourses produced by teachers and students can be made on the analytical level. On the empirical level, a researcher purports to explore the variables effecting on educational results. On the practical level, a variety of teaching and learning strategies, methodologies, materials and assessment programs, etc. are developed for the didactical prescription and the meta-analysis about their practices.
The pedagogical implication of the present research is that researchers should bear in mind that the continuous self-reflection on their work is needed in order to assist students' holistic and subjective development through speech communication education, and to establish sound relationships with people in the community who have individually different backgrounds, world views and values.
On the philosophical level, a researcher can raise questions about the nature and foundations of speech communication education. The theoretical level plays a role of a bridge between the philosophical level and the analytical one with focus on developing models for speech communication education. The analysis of the discourses produced by teachers and students can be made on the analytical level. On the empirical level, a researcher purports to explore the variables effecting on educational results. On the practical level, a variety of teaching and learning strategies, methodologies, materials and assessment programs, etc. are developed for the didactical prescription and the meta-analysis about their practices.
The pedagogical implication of the present research is that researchers should bear in mind that the continuous self-reflection on their work is needed in order to assist students' holistic and subjective development through speech communication education, and to establish sound relationships with people in the community who have individually different backgrounds, world views and values.
목차
1. 머리말
2. 화법 교육 이론화의 대상, 층위, 관점
3. 화법 교육 이론화의 전망
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Abstract
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UCI(KEPA) : I410-ECN-0101-2009-810-015184760