플립러닝(Flipped Learning)을 이용한 초급 일본어 수업사례 연구 – 전공 학습자의 반응에 주목하여 – (A Case Study for Elementary Japanese Classes Using Flipped Learning - Focus on the Reactions of Learners Majoring in Japanese -)

서지정보

· 발행기관 : 한국외국어대학교 일본연구소
· 수록지 정보 : 일본연구 / 97호 / 7 ~ 24페이지
· 저자명 : 권도영

초록

本研究は日本語を専攻としている学習者を対象にした初級の日本語授業を反転授業 (Flipped Learning)で行い、学習者の反応を分析して報告したものである。 専攻として日本語を選択した学習者たちからは日本語の知識における差が見られが ちである。基礎をすでに習得している学習者もいれば平仮名の習得から始める必要が ある学習者もいる。このような異なった語学能力を持つ学習者に向けて大学で初級日 本語を教えることの意義は単なる語学スキールの向上に限らない。大学における初級 日本語授業は普遍的真理を探究する場所への案内としての役割も与えられている。 以上のような初級日本語授業の役割を果たすための方法として報告者は反転授業を 行ったが、その目的は学習者の反応から反転授業の効用性と限界を見極めるところに ある。 反転授業は事前学習と本学習そして事後学習の三段階に設計して、学習者たちの学 習時間の確保を計らった。最終評価における平均成績から考えると、この学習時間の 確保が高い達成度に繋がったかに見える。しかしながら、講義評価やそれとは別途に 実施したアンケートでは学習者に高い学習疲労度が確認された。また各個人のレベル にあった内容の授業を希望する学習者の考えも顕わにすることができた。 学習者たちの反応から本研究が得た結論は、大学における専攻としての初級日本語 授業では学習者主導が有効な面もあるものの、学習者が学問としての日本語を見る視 線を培うためには教授者の主導で進めて行く部分もあるということである。

영어초록

In this study, a beginner’s Japanese language class for learners majoring in Japanese was conducted using a flipped learning method, and the learners’ reactions were analyzed and reported.
Learners who chose Japanese as their major tend to see gaps in their knowledge of the language. Some learners have already mastered the basics, while others need to start by learning Hiragana. The significance of teaching elementary Japanese as a university course for learners between different language abilities is not limited to mere improvement of language skills. Introductory Japanese language classes at universities are also given a role as a guide to a place where universal truths are explored.
As a method to play the role of elementary Japanese classes as described above, the presenter used a flipped classroom and determined its effectiveness and limitations from the reactions of the learners.
The flipped classroom was designed in three stages: pre-study, main study, and post-study, in order to secure study time for learners. Considering the average grades in the final evaluation, it seems that securing this study time led to a high degree of achievement. However, a high degree of learning fatigue was confirmed among the learners in lecture evaluations and separate questionnaires. In addition, I was able to clarify the thoughts of learners who wish to have lessons that match the level of each individual.
The conclusion obtained from this research based on the responses of the learners is that, although it is effective to take the initiative in elementary Japanese language classes as a major at university, it is important for learners to develop a perspective of looking at Japanese as an academic subject. In other words, there is also a part that goes forward under the leadership of the lecturer.

참고자료

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