기독교 교육에서의 플립러닝을 활용한 수업 운영에 관한 연구

Teaching and Learning strategies for Flipped Learning in Christian education

대학교에서의 기독교 교육은 강의식 교육방법의 틀을 크게 벗어나지 못하고 있는 현실이다. 이러한 강의식 수업은 교수자가 가진 지식을 전달하는 데에는 유용하나, 학생 개개인이 얼마나 수업에 집중하고 있고, 성경을 어떻게 해석하고 받아들이고 있는지, 수업을 어느 정도 이해하는지 등에 대한 확인이 어렵다는 단점이 있다. 기독교 교육뿐만 아니라 일반 교육 현장에서도 보편적으로 이루어지는 강의식 교육의 문제점을 보완하기 위해 사용되는 방법인 플립러닝(Flipped Learning)은 수업 전 미리 동영상, 교재 등을 활용하여 학습을 진행하고 강의실 수업에서는 학습 내용을 기반으로 다양한 교수-학습을 진행하는 것으로, 기존 전통 강의 교육과는 반대의 형태로 운영된다. 본 연구는 기독교 교육 중 구약 신학을 중점으로 기존 강의식 교수법과 플립러닝 교수학습법을 비교하고 신학교육에서의 플립러닝의 교육적 의미를 탐색하기 위해 플립러닝을 적용한 구약신학의 수업 설계 및 운영의 방법을 활용하였으며 연구의 결과는 다음과 같다. 첫째, 플립러닝 수업에서 사전 학습이 충실한 경우 학생들의 학습참여도 및 몰입도에 긍정적인 영향을 미치는 것으로 나타나 사전 학습을 독려할 수 있는 교수전략을 사용해야 한다. 둘째, 플립러닝 수업 중 다양한 교수학습 활동 전략을 통해 수업에 대한 만족도가 향상되었으며, 사고력이 확장된 것으로 나타났다. 셋째, 예비 목회자인 대학생들이 플립 러닝을 통해 성서에 대한 스스로 생각하고 질문을 던지고 교수자를 비롯한 여러 학생의 의견을 수렴하는 과정을 통해 성서 이해에 대한 의식이 확장되고 흥미를 유발하는 것으로 나타나 기독교 교육에서 플립러닝 수업의 확대할 필요가 있을 것이다. 본 연구를 통해 기독교 교육에서의 플립러닝 운영을 위한 기초 자료로 활용할 수 있으나 실제 수업을 통해 향상된 학습 성과나 신학의 이해도를 객관화하는데 어려움이 있어 이를 보완하는 후속연구가 진행되어야 할 것이다.

Christian education at the university level often employs the traditional method of lecture presentation. This time-honored education style is very good at delivering the lecturer’s knowledge to listeners. However, it is weak when it comes to checking the students’ attitudes. Questions such as: • how focused on the subject matter each student may be, • how students themselves interpret the biblical text at hand, • whether they accept the text as written or presented, • how well they understand the content of the lectures, and the like cannot be determined (much less addressed) when the instructor utilizes traditional lectures alone. To overcome this weakness, Flipped Learning has been gaining popularity recently, not only in specifically Christian education processes but in general education contexts as well. Flipped Learning requires students to do so called pre-self-study before the class period. This pre-self -study can involve watching video clips (usually 15-20 minutes), reading the textbook, and so on. Since students learn the basic content of the lecture ahead of time through their own study, classroom time can incorporate much more interactive styles of instruction than traditional lecture. Flipped Learning classes can focus on comprehension, assimilation, and application, rather than the mere transmission of data. Thus the Flipped Learning method is a counterpoint to the traditional lecture style. This paper evaluates the most effective means of teaching Old Testament Theology in the context of university-level Christian education. It compares and contrasts traditional lecture style methods and the Flipped Learning style, and also considers the educational meaning and value of Flipped Learning in Christian education overall. To achieve these ends, this paper describes the application of Flipped Learning to an Old Testament Theology course, both in syllabus design and in classroom management. The result of this research shows: 1) A “Flipped Learning course” needs a teaching strategy that encourages students to actually and diligently do their pre-study, because when the students do their pre-study, they are better able to participate in and focus on the classroom session learning objectives, than they would with a traditional lecture alone. 2) Students’ satisfaction with the course is increased, and their ability to cogitate upon the content is expanded, because of the various interactive lecture strategies employed in Flipped Learning. 3) Flipped Learning techniques need to be applied more frequently in Christian education overall, because students exposed to these methods have demonstrated both an increased knowledge, and a greater understanding, of the Bible. Such benefits were honed through their asking and answering questions of one another during classroom sessions. It is also worth noting that in this way, students preparing for pastoral ministry gain experience in fielding questions similar to those their congregations will pose. Future Christian leaders benefit greatly from learning to “ask the Bible questions” themselves…and learning to find the answers on their own. Their Bible professors won’t always be available to answer the questions for them! This research could be used as a basic resource for learning how to operate an applied Flipped Learning course in the field of Christian education. Follow-up study will be essential since it is notoriously difficult to “objectify” the teaching of theology—how does one translate a student’s understanding of theology into course grade numbers? How do you quantify the learning outcomes, or measure the degree to which a student has improved by the end of the course? Such further issues should prove fruitful fields for exploration and discussio