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"test" => false ) $data = array( "TeenArticle" => array( "id" => "10492", "uid" => "460", "article_section_id" => "26", "layout_flag" => "1", "no" => "739", "title" => "Co-education improves students‘ academic performance", "title_img" => "20150714012331_739_Debate_T.gif", "title_kr" => "남녀공학은 학생들의 학업 성취도를 높인다 ", "context" => "<font color="#333333" size="2" face="Verdana"> </font> <table width="629" border="0" cellspacing="1" cellpadding="5" bgcolor="#cccccc"> <tr> <td bgcolor="#FFFFFF" align="center" valign="top"><table width="100%" border="0" cellspacing="0" cellpadding="3"> <tr> <td valign="top"><div align="left"><font size="2" face="Verdana, Arial, Helvetica, sans-serif"><img src="http://f1.timescore.co.kr/teentimes/newspaper/img/739_Debate_01.gif" width="250" height="160" align="right"><strong>Introduction</strong><br> In Korea, there are mixed-gender and single-gender schools. Single-gender schools educate just one gender at an institution. Mixed-gender schools educate both genders at the same institution. In the past, most middle and high schools were single-gender schools. However, now most schools embrace co-education. Today our debate is on whether co-education improves students’ academic performance. Let’s see what our debaters think. <br> <br> <img src="http://f1.timescore.co.kr/teentimes/newspaper/img/739_Debate_02.gif" width="100" height="105" align="left"><strong>Henry (Constructive)</strong><br> Co-education improves students’ academic performance. Boys and girls have many different ideas to share with each other. Co-education improves academic performance because students are exposed to a more diverse set of ideas. Students learn best from people who are different from them. Also, mixed-gender classes create a better learning environment. For example, studies show that girls are generally calmer than boys in the classroom. Therefore, the presence of female peers helps create a more focused learning environment. <br> <br> <img src="http://f1.timescore.co.kr/teentimes/newspaper/img/739_Debate_03.gif" width="100" height="105" align="left"><strong>Ashley (Constructive) </strong><br> Co-education does not improve students’ academic performance. Boys’ and girls’ brains are biologically different and work in very different ways. For example, studies show that girls are more often visual or auditory learners, while boys are more likely to be kinesthetic learners, who learn by doing. Therefore, it makes natural sense to put students in single-gender schools so that teachers can adapt their teaching styles according to the specific needs of their students. Also, students feel shyer about sharing their ideas in mixed-gender classrooms. <br> <br> <img src="http://f1.timescore.co.kr/teentimes/newspaper/img/739_Debate_04.gif" width="100" height="99" align="left"><strong>Henry (Rebuttal)</strong><br> There is also research that claims that the learning differences between boys and girls have been exaggerated. Therefore, co-education works well because boys and girls actually learn in similar ways. Boys and girls do have their differences, but I claim that these differences improve academic performance. The differences help create a more creative, interesting, and collaborative learning environment. Finally, students must learn to share their ideas in mixed-gender settings because their future co-workers will most likely be both female and male. <br> <br> <img src="http://f1.timescore.co.kr/teentimes/newspaper/img/739_Debate_05.gif" width="100" height="89" align="left"><strong>Ashley (Rebuttal) </strong><br> Students may be able to learn different things in mixed-gender schools. However, they can concentrate better and receive better attention from their teachers in single-gender schools. The focus of today’s debate is academic performance. Although co-education has its positive characteristics, students learn better and get higher test scores in single-gender schools. Furthermore, you pointed out that girls are generally calmer than boys. So, surely a classroom full of girls is better than a mixed-gender classroom. <br> <br> <img src="http://f1.timescore.co.kr/teentimes/newspaper/img/739_Debate_06.gif" width="150" height="159" align="left"><strong>Judge’s Comments</strong><br> Today’s winner is Henry. Ashley committed the debate fallacy called “appeal to nature.” Debaters commit this fallacy when they make claims arguing about what is “natural” to support their side. For example, Ashley claimed that boys’ and girls’ brains are biologically different. Therefore, she said, it only makes natural sense to separate girls and boys into different learning institutions. The fact that there is a natural difference between boys and girls does not mean that it makes sense to separate them in school. </font></div></td> </tr> <tr> <td valign="top"><div align="right"><font size="2" face="Verdana, Arial, Helvetica, sans-serif">Karen Lee<br> For The Teen Times<br> (ttt@timescore.co.kr)<br> </font></div></td> </tr> </table></td> </tr> </table> ", "context_text" => "<strong>Introduction</strong> In Korea, there are mixed-gender and single-gender schools. Single-genderschools educate just one gender at an institution. Mixed-genderschools educate both genders at the same institution. In the past,most middle and high schools were single-gender schools. However,now most schools embrace co-education. Today our debate is on whetherco-education improves students’ academic performance. Let’s seewhat our debaters think. <strong>Henry(Constructive)</strong> Co-education improves students’ academic performance. Boys and girlshave many different ideas to share with each other. Co-educationimproves academic performance because students are exposed to amore diverse set of ideas. Students learn best from people who aredifferent from them. Also, mixed-gender classes create a betterlearning environment. For example, studies show that girls are generallycalmer than boys in the classroom. Therefore, the presence of femalepeers helps create a more focused learning environment. <strong>Ashley(Constructive) </strong> Co-education does not improve students’ academic performance. Boys’and girls’ brains are biologically different and work in very differentways. For example, studies show that girls are more often visualor auditory learners, while boys are more likely to be kinestheticlearners, who learn by doing. Therefore, it makes natural senseto put students in single-gender schools so that teachers can adapttheir teaching styles according to the specific needs of their students.Also, students feel shyer about sharing their ideas in mixed-genderclassrooms. <strong>Henry(Rebuttal)</strong> There is also research that claims that the learning differencesbetween boys and girls have been exaggerated. Therefore, co-educationworks well because boys and girls actually learn in similar ways.Boys and girls do have their differences, but I claim that thesedifferences improve academic performance. The differences help createa more creative, interesting, and collaborative learning environment.Finally, students must learn to share their ideas in mixed-gendersettings because their future co-workers will most likely be bothfemale and male. <strong>Ashley(Rebuttal) </strong> Students may be able to learn different things in mixed-gender schools.However, they can concentrate better and receive better attentionfrom their teachers in single-gender schools. The focus of today’sdebate is academic performance. Although co-education has its positivecharacteristics, students learn better and get higher test scoresin single-gender schools. Furthermore, you pointed out that girlsare generally calmer than boys. So, surely a classroom full of girlsis better than a mixed-gender classroom. <strong>Judge’sComments</strong> Today’s winner is Henry. Ashley committed the debate fallacy called“appeal to nature.” Debaters commit this fallacy when they makeclaims arguing about what is “natural” to support their side. Forexample, Ashley claimed that boys’ and girls’ brains are biologicallydifferent. Therefore, she said, it only makes natural sense to separategirls and boys into different learning institutions. The fact thatthere is a natural difference between boys and girls does not meanthat it makes sense to separate them in school.", "context_img" => "", "context_kr" => "서론 한국에서, 남녀공학 학교와 단일 성별 학교가 있다. 단일 성별 학교에서는 오직 한 성별만을 교육한다. 남녀공학 학교에서는 같은 시설 내에서 양쪽 성별을 모두 교육한다. 과거에는, 대부분의 중고등학교가 단일 성별 학교였다. 하지만, 이제 대부분의 학교는 남녀공학을 받아들인다. 오늘 우리의 토론은 남녀공학이 학생들의 학업 성취도를 높이는지에 대한 것이다. 우리의 토론자들이 무엇을 생각하는지 보자. Henry (주장) 남녀공학은 학생들의 학업 성취도를 높인다. 남자와 여자는 서로와 공유할 많은 다양한 생각들을 가지고 있다. 남녀공학은 학생들이 더 다양한 아이디어에 노출되기 때문에 학업 성취도를 높인다. 학생들은 자신과 다른 사람들로부터 가장 잘 배운다. 또한, 남녀공학 반은 더욱 나은 학습 환경을 만든다. 예를 들어, 연구는 교실에서 여자들이 일반적으로 남자보다 더 차분하다는 것을 보여 준다. 그러므로, 여자 동료가 존재하는 것이 더욱 집중된 학습 환경을 만드는 것을 돕는다. Ashley (주장) 남녀공학은 학생들의 학업 성취도를 높이지 않는다. 남자와 여자의 뇌는 생물학적으로 다르고 아주 다른 방법으로 작동한다. 예를 들어, 연구는 여자들이 더 자주 시각 또는 청각적 학습자이고, 반면에 남자들은 하면서 배우는 운동감각적인 학습자일 것 같다는 것을 보여 준다. 그러므로, 학생들을 단일 성별 학교에 두어서 선생님들이 학생들의 구체적인 요구에 따라 수업 방식을 적용할 수 있도록 하는 것이 자연스럽다. 또한, 학생들은 남녀공학 반에서 자신들의 생각을 나누는 것을 더 부끄럽게 느낀다. Henry (반박) 남자와 여자의 학습 차이가 과장되어 왔다고 주장하는 연구도 있다. 따라서, 남녀공학은 남자와 여자들이 실제로 비슷한 방법으로 배우기 때문에 효과가 있다. 남자와 여자는 차이가 있지만, 나는 이러한 차이가 학업 성취도를 높인다고 주장한다. 차이는 더욱 창의적이고, 재미있고, 공동의 학습 환경을 만드는 것을 돕는다. 마지막으로, 학생들의 미래의 직장 동료들은 여자와 남자가 함께 있을 것이기 때문에, 학생들은 자신의 생각을 남녀공학 학교에서 나누는 법을 반드시 배워야 한다. Ashley (반박) 학생들은 남녀공학 학교에서 다양한 것을 배울 수 있을지도 모른다. 하지만, 그들은 단일 성별 학교에서 더 잘 집중할 수 있고 선생님들의 관심을 더 받을 수 있다. 오늘 토론의 주제는 학업 성취도이다. 비록 남녀공학이 긍정적인 특성도 가지고 있지만, 학생들은 단일 성별 학교에서 더 잘 배우고 더 높은 시험 점수를 받는다. 게다가, 너는 여자들이 일반적으로 남자보다 더 차분하다는 점을 지적했다. 따라서, 당연히 여자로 가득 찬 교실이 남녀공학반보다 낫다. 심사위원 평가 오늘의 승자는 Henry이다. Ashley는 “자연스러움에 호소”하는 토론 오류를 범했다. 토론자들이 자신의 주장을 뒷받침할 때 “자연스러운” 것을 말하며 주장하면 이 오류를 범하게 된다. 예를 들어, Ashley는 남자와 여자의 뇌는 생물학적으로 다르다고 주장했다. 따라서, 그녀는 여자와 남자를 다른 학습 기관으로 분리하는 것이 오직 당연하다고 말했다. 남자와 여자 사이에 자연스러운 차이가 있다는 사실이 그들을 학교에서 분리하는 게 말이 된다는 의미는 아니다.", "guide" => "", "mp3" => "voice_739_13_DebateHotIssues.mp3", "sct" => "", "video_file" => "", "video_link" => "", "wordtip" => "institution 기관 / embrace 받아들이다 / expose (어떠한 환경에) 노출시키다 / diverse 다양한 / presence 존재 / peer 동료 / biologically 생물학적으로 / visual 시각의 / auditory 청각의 / kinesthetic 운동 감각의 / exaggerated 과장된 / collaborative 공동의 / separate 분리하다 / make sense 말이(이해가) 되다", "level" => "4", "comprehension" => "1. Why does Henry think co-education improves students’ academic performance? <br> 2. Why does Ashley think that co-education does not improve students’ academic performance? <br> 3. What was the judge's conclusion? ", "discussion" => "1. Do you think that boys and girls should go to separate schools? <br> 2. Do you go to a mixed-gender or single-gender school? What do you think about it? <br> 3. What do you think about the judge's conclusion? 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