This study aimed to develop a debate teaching module which will be useful in strengthening college students’ communication and collaboration skills and coming up with the optimum problem-solving approach. For this, 26 debate teaching constructs were set by referring to previous studies on debate education and ‘standard agenda.’ After accepting experts’ opinions on the importance of these 26 debate teaching constructs using Delphi technique, the final 20 constructs were selected. With the 20 constructs, the three steps of ‘proposition selection - discussion for debate - problem solving) were established, and a standardized debate procedure comprised of 10 unit activities was developed. Then, the teaching module was tested in the communication curriculum designed for freshmen. It is anticipated that the debate teaching module would bring the following effects: First, the debate teaching module is a collaborative module which pursues learner-centered participatory education which produces propositional or procedural knowledge through debate or discussion. Therefore, the course itself can be used as an approach to socialization. Second, the debate teaching module facilitates convergence and communication among fields of study. Students with different background knowledge and interest can experience interpersonal, academic major and cultural convergences while exchanging and sharing opinions through standardized discussion. Third, a feasible development procedure for the debate teaching module can be the guidelines in the development of a new teaching module. Since the effects of the teaching module were confirmed through practice by accepting previous studies and experts’ opinions in a reasonable manner, they could be useful data for the development of diverse teaching modules.