학습전략 향상을 위한 교육방안 연구

학습전략 향상을 위한 교육방안 연구 A Study on Educational Methods to Improve Learning Strategies

본 연구는 학습전략 활성화를 위해 교실에서의 활동 교육 계획을 수립하고자 하였다. 이를 위해 학습전략의 개념과 구성요소를 살펴보고, 이론을 바탕으로 학습전략을 향상시키기 위한 교육 계획을 제시하였다. 특히, 한국어 교육 현장에서 사용되는 교재와 실제 대학 학기를 고려하여 수업을 계획하였다. 한국어 교육 현장에서 학습자 중심 수업을 계획하고 이에 주의를 기울이는 것은 매우 중요하다. 이에 학습자가 학습전략을 활용하여 학습할 수 있도록 관련 활동을 제시하고, 학습자의 참여를 유도하는 수업 활동을 제시하였다. 특히 학습자 중심 수업에 초점을 맞추고, 학습전략 능력 향상을 위한 수시평가를 실시하는 교육 계획을 제시했다. 수시평가 영역은 한 학기(10주차)에 총 8회, 쓰기, 말하기, 듣기 영역으로 제시되었다. 수시평가를 목표로 학습자들이 연습할 전략은 다음과 같다. 어휘 및 문법 학습에서는 인지 전략, 기억 전략, 보상 전략, 정서 전략, 사회 전략이다. 말하기 수업에서는 기억 전략, 보상 전략, 정서 전략, 사회 전략, 쓰기는 상위인지 전략, 보상 전략, 정서 전략이다. 듣기 활동은 메타인지 전략 향상에 도움이 될 것이다.

This study developed an educational activity plan for classrooms to revitalize learning strategies. To this end, the concept and components of learning strategies were examined and an educational plan to improve learning strategies was proposed based on this theory. In particular, the class was planned by considering textbooks used in the Korean language field and the actual university semester. Therefore, it is important to design and prioritize to learner-centered classes in Korean language education. Related activities were presented so that learners could apply learning strategies, and class activities were presented to encourage learners' participation. The educational plan focused on learner-centered classes and implemented regular assessments to improve learning strategy skills. An occasional evaluation component was proposed eight times in a semester(week 10) for writing, speaking, and listening. The strategies that learners practice with the goal of occasional evaluation are as follows: In vocabulary and grammar learning, these strategies are cognitive, memory, reward, affective, and social. In speaking classes, memory, reward, affective, and social strategies were emphasized, while writing relied more on cognitive, reward, and affective strategies. Listening-related activities help improve metacognitive strategies. This study developed an educational activity plan for classrooms to revitalize learning strategies. To this end, the concept and components of learning strategies were examined and an educational plan to improve learning strategies was proposed based on this theory. In particular, the class was planned by considering textbooks used in the Korean language field and the actual university semester. Therefore, it is important to design and prioritize to learner-centered classes in Korean language education. Related activities were presented so that learners could apply learning strategies, and class activities were presented to encourage learners' participation. The educational plan focused on learner-centered classes and implemented regular assessments to improve learning strategy skills. An occasional evaluation component was proposed eight times in a semester(week 10) for writing, speaking, and listening. The strategies that learners practice with the goal of occasional evaluation are as follows: In vocabulary and grammar learning, these strategies are cognitive, memory, reward, affective, and social. In speaking classes, memory, reward, affective, and social strategies were emphasized, while writing relied more on cognitive, reward, and affective strategies. Listening-related activities help improve metacognitive strategies.