하브루타 기반 플립드러닝 일본어과 수업모형 개발 (Development of the Model for Flipped Learning Japanese Classes Based on Havruta)

서지정보

· 발행기관 : 한국일어일문학회
· 수록지 정보 : 일어일문학연구 / 123권 / 223 ~ 246페이지
· 저자명 : 정희영

초록

本研究では、学習者中心授業を実施するために「ハブルータ」を活用し、外国語、特に日本語関連の教科において、反転授業を効果的に運営できるように授業モデルを開発し、これを妥当化した。つまり、反転授業の重要な特性である教授者と学習者の役割の変化、それに応じた授業環境や教授媒体、教授法の変化に焦点を当て、反転授業の具体的な手順と細部構成要素を明示的に提示した。 ハブルータベースの反転授業が日本語の授業モデルに与える影響力の妥当化分析のために授業モデル適用前後の日本語文法スコアに対する対応標本t検定を行った。その結果、t=-6.536、p=0.000で有意水準0.01を基準に統計的に有意に現れた。次に、学習者中心授業と反転授業の相関関係は、r=0.946、p=0.01と、相関関係の中で最も高い正(+)的相関関係を示した。 これにより、反転授業は学習者中心授業の良い例であると言える。それだけでなく討議・討論中心のハブルータ授業は学業成就の文法学習の結果にも直接影響を与えていることが確認できた。すなわち、本研究で開発した授業モデルは、ハブルータを導入することにより、反転授業の教室活動における欠点を補完しながら、教授者と学習者の役割変化だけでなく、学習結果を効果的に導いたことをフィールド研究を通じて実証し、検証することができた。

영어초록

In order to realize learner-centered learning, this study developed and validated a class model so that instructors could effectively operate flipped learning in subjects related to foreign languages, especially Japanese, by using ‘Havruta’. In other words, the specific procedures and detailed components of flipped learning were explicitly presented, focusing on the changes in the roles of instructors and learners, which are the core characteristics of flipped learning, and changes in the classroom environment, teaching media, and teaching methods.
For validation analysis on the influence of Japanese language class model of the Havruta-based Flipped Learning, the corresponding sample t-test on Japanese grammar scores was performed before and after the application of the class model. As a result, t=-6.536, p=0.000, which was statistically significant based on the significance level of 0.01. Next, as a result of the validation analysis, the correlation between learner-centered class and flipped learning was r=0.946, p=0.01, indicating the highest positive correlation among the results.
Through this, it was confirmed that the flipped learning class is a good example of a learner-centered class. In addition, it was confirmed that the discussion/discussion-centered Havruta class had a direct effect on academic achievement, that is, the result of grammar learning. In other words, it was empirically verified through field research that the instruction model developed in this study introduced Havruta and effectively led the learning results as well as the role change of the instructor and learner while supplementing the shortcomings of the class in the classroom of flipped learning.

참고자료

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