CAJ | 학술논문

辩论被认为是一种通过对话促进思考的社会活动，应用于教学能促进学习者的知识建构，但教学实践中，开展辩论活动困难重重，效率低下。该文在分析知识可视化理论与辩论式教学理论的基础上，提出知识可视化工具在辩论活动中应用的设计框架和实施模型，然后随机选取40位11-12岁的儿童开展准实验对比研究。研究发现：知识可视化工具能促进被试者知识建构，并且对于儿童来说，辩论思维导图应用效果优于论点关系表。
변론피인위시일충통과대화촉진사고적사회활동，응용우교학능촉진학습자적지식건구，단교학실천중，개전변론활동곤난중중，효솔저하。해문재분석지식가시화이론여변론식교학이론적기출상，제출지식가시화공구재변론활동중응용적설계광가화실시모형，연후수궤선취40위11-12세적인동개전준실험대비연구。연구발현：지식가시화공구능촉진피시자지식건구，병차대우인동래설，변론사유도도응용효과우우론점관계표。
Argumentation is considered as a social activity which promotes thinking by conversations. Making argumentation can promote students’ knowledge construction. However, teachers approved that it is really extremely dififcult and inefifcient in conducting an argumentative activity in classes. Based on the analysis of knowledge visualization theory and argumentative teaching theory, we put forward a framework and an implementation model of using visualization tools in an argumentative activity. A group of 40 students aged 11 to 12 were chosen randomly to participate in a quasi-experimental study. The result shows that using visualization tools can promote the knowledge construction of the experimental subjects. As to the style of visualization tools, argumentative mindmap is proved to be more effective than Pro-Con tables for children.