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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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국회도서관 홈으로 정보검색 소장정보 검색
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Title Page

Contents

ABSTRACT 8

CHAPTER 1. INTRODUCTION 10

CHAPTER 2. LITERATURE REVIEW 12

Korean National Curriculum 14

Definition of Critical 19

Needs of Critical Thinking Skills 22

Using Media for Critical Thinking Practices 39

Critical Readers 41

Summary 42

CHAPTER 3. METHODS 43

Research Questions 44

Participants 44

Teachers 45

Students 46

Class Description 47

Class 1 48

Class 2 51

Class 3 53

Data Collection 54

Questionnaires 54

Interviews 55

Field-notes 56

Data Analysis 56

Limitations 57

CHAPTER 4. RESULTS AND DISCUSSIONS 59

Increasing Freedom and Enlarging Possibilities 59

Teacher's Effort Not to Be a "Bank-clerk Educator" 60

Critical Thinking in Dealing with Media 63

Reasons these Media Artifacts Were Chosen to Develop Critical Thinking 66

Drama Series: Gilmore Girls 66

A Young Adult Novel: A Step from Heaven 67

Advertisements: Celebrity Ads 67

Students Longing for the Western Style 68

Language Choice 70

Students' Attitude toward the Class 71

Teacher-centered vs. Student-centered 73

Feasibility of Implementing Classes Applying Critical Thinking and Critical Pedagogy 75

Limitations to Implement Critical Pedagogy in Middle School EFL Class 78

CHAPTER 5. CONCLUSIONS 81

REFERENCES 85

APPENDICES 90

Appendix A. (제목없음) 90

Appendix B. (제목없음) 91

Appendix C. Questionnaire for Class 1 94

Appendix D. Questionnaire for Class 2 95

Appendix E. Materials for Class 3 97

Appendix F. Questionnaire for Class 3 99

초록보기

 The current revision of the national curriculum includes the goal to grow students to be autonomous and creative agents who can take part in society as global citizens, and it still puts an importance on educating various cultures in EFL class. With the advance in technology and ease of access to various media, students have become more exposed to media, and even teachers have had more chances employing those as good teaching materials in their class. However, in spite of these changes, education in school still focuses on conveying knowledge of no matter what they use as material in class, and students accept and take it for granted. This way of teaching impedes to grow students as critical thinkers who can analyze the contents and, further, recognize the biased perspective or injustice in the media. However, it is also true that there are not many specific provisions for teachers to apply into their classes which have been provided by the national curriculum. Therefore, this study tries to shed light on developing students' critical thinking using media in class. In this research, three classes are introduced, and each class is implemented with a different medium: drama series video-clip, a young-adult novel, and advertisements applying critical thinking practices. Since students were allowed to choose the language they wanted to use during the class, and answers from students' various perspectives were admitted, they seemed to more actively participate in discussions. Although there are still some challenges in applying critical thinking practices in regular class hours, this paper introduces several ways that teacher can employ to help their students think critically, find the posed-problems in media or the contents they deal with in their real world, and seek the ways they can act on them.

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