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일본어문학 제97집.jpg
KCI등재 학술저널

플립러닝을 활용한 일본 문학 수업 운영에 관한 연구

本稿は、日本のテレビドラマを中心に反轉授業を適用した日本文学の授業運営事例を論じた。先行研究では反轉授業の様々な概念を整理しながら教育的意味と特徴を考察した。実際の授業運営は反轉授業の学習戦略に基づき、授業前、授業中、授業後の3段階に分けて行った。授業の前段階では、質問作成、筆者の質問に対する答え、テーマ発表のための事前授業課題をした。授業中の段階では事前課題を中心にチーム発表とペア発表で行われ、授業後にはフィードバックや省察などで締めくくった。 また、反轉授業の授業内容に対する興味と満足度を問うアンケートとチームインタビューで意見を集めた。アンケート結果では満足度が高く表れたが、発表時間が不足していることと学習内容が多いことは残念な点として挙げられた。しかし、本稿では、反轉授業を適用して学生を積極的に授業活動に参加させ興味と関心を誘導したことは、研究の成果として評価できるという見解に至った。この研究に引き続き、多様な学習資料を考案し、日本文学の授業方策を模索することを課題として残す。

In this article, I discuss the case of a flipped-learning class on Japanese literature using Japanese TV dramas as teaching materials. In previous studies, various concepts of flipped-learning class are summarised, and their educational significances and characteristics are analysed. My actual class management was based on the learning strategy of flipped-learning class and was divided into the pre-class stage, the class itself, and the post-class stage. The pre-class stage consists of the creation of questions and the possible answers to these questions, the preparation for presentations, and so forth. In the class itself, group presentations and pair presentations were delivered based on the pre-class assignments, and these were followed by the feedback from students and the teacher in the post-class session. Also, I collected the students’ opinions about the content of the flipped-learning class and their satisfaction about it in terms of questionnaires and group interviews. The result of the questionnaire survey indicates that the students are generally satisfied, but it also reveals some negative opinions of the students, such as the paucity of time for presentations and the plethora of class content. It should, however, be positively evaluated that the flipped-learning class succeeded in attracting the students and arousing their interest. I hope that the present study will be a basis for exploring further learning materials and making use of them for creating the effective teaching strategies for classes on Japanese literature.

1. 서론

2. 플립러닝과 사전수업자료

3. 플립러닝을 활용한 비대면 수업 운영사례

4. 수업 운영에 대한 평가 및 성찰

5. 결론

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