A conflict in personal relationship can be solved rationally through a discussion. This is called a discussion ability. The discussion ability can be developed by a discussion instruction.
A discussion instruction at school is a task to be solved in the Korean language curricula. The current discussion instruction is not effective as we have expected. One of the major factors is due to the fact that teachers make their instructions design to teach the students with the same teaching aims and methods on the assumption that all the learners have the same cognitive development abilities. As a result, it leads to the ineffective discussion instruction. Therefore, to provide students with a practical discussion instruction, a new model for the instruction design has been needed for the Korean language teachers. In this paper I intend to present a new model for the instruction design under the constructivism paradigm.
The new model for the discussion instruction focuses on a variable — the learners. As the learners can participate in their learning activities actively and make up their cognitive knowledge demanded in their discussion ability if teachers include the demands of the learners among the teaching aims, it has an advantage that learning transfer can occur effectively in case that the discussion is required.
But there is a problem to be solved. It is required to apply this new model to a real instruction and to find out whether it is effective or not. The model which can't be applied to the real instruction is not useful. If it is applied to the instruction and errors in this process can be corrected repeatedly until it is perfect, the most suitable model for the discussion instruction will be developed. This can only be done by a teacher, a instruction designer.