팀프로젝트를 활용한 대학 교양수업 운영사례 분석

A Case Study on the Management of College Liberal Arts Using Team Project

본 연구는 A대학교에서 팀프로젝트 방식을 활용하여 운영한 교양수업에 대한 사례 분석 연구로서, 팀프로젝트 방식을 적용한 수업 운영의 문제점을 분석하고 이를 통해 보다 효과적인 수업 운영을 위한 방안을 제언하는데 목적이 있다. 이를 위해 수업의 전반적인 운영을 교과목 개요, 교과목 운영, 수강생 평가라는 3개의 대영역으로 나누어 세부적으로 분석하였다. 분석 결과 팀프로젝트 학습 방법을 활용한 교양수업은 기존의 지식 전달 중심이 아니라 자기주도적 학습 능력, 협업 능력, 의사소통 능력, 토론 능력과 같은 미래사회 핵심역량의 측면에서 효과적인 수업 방식인 것으로 나타났다. 효과적인 팀프로젝트 운영을 위해서는 계속적인 팀원 간의 상호작용과 협업을 유도해야 하며, 팀프로젝트 목적에 부합하는 과제물과 평가 방법이 제시될 필요가 있다. 또한 다양한 관점에서의 유의미한 피드백을 위해 팀티칭과 같은 협력적 교수체계가 필요한 것으로 보인다.

This study is a case study of liberal arts classes operated by A-University using team project methods. It was intended to specifically analyze the problems and directions of the class operation using the team project method and propose measures for more effective class operation. To this purpose, the overall operation of the lecture was divided into three major areas: lecture overview, lecture operation, and student evaluation. In the lecture overview, many examples were presented focusing on the preparation stage of lectures by dividing them into details of the lecture objectives, course applications and results, and lecture plans. The lecture operation was divided into four stages: preparation and topic setting, planning and implementation, presentation and evaluation, and feedback, and was analyzed focusing on the practical methods and processes of class operation using the team project method. The student evaluation was divided into subject selection, team operation, posters, UCC, class reviews, focusing on the results of the university s assessment and the activity report submitted by the students. According to the analysis, the liberal arts class using the team project learning method was not a traditional knowledge transfer center, but a very effective class method in terms of self-directed learning skills, collaborative skills, communication skills, and discussion skills. For more effective team project operation, ongoing interaction and collaboration between team members should be induced, and tasks and evaluation methods should be presented to meet the purpose of the team project. Finally, a cooperative teaching system such as team teaching is needed for proper feedback on various topics.