대학 일본어교육 전문화를 위한 팀티칭 ― 전공기초 “일본어입문” 실천 사례를 중심으로 ― (Team Teaching for Specialization of University Japanese Language Education : Focusing on the Case of the Major Basic Subject ‘Introduction to Japanese’)

서지정보

· 발행기관 : 한국일어교육학회
· 수록지 정보 : 일본어교육연구 / 65호 / 63 ~ 82페이지
· 저자명 : 신은진

초록

본연구는 4년제 대학교 일어일문학과에서 실시한 전공기초 수업 협동교수학습(팀티칭) 실천 사례이다. 일본어 전공 학습자의 팀티칭 수업만족도를 통해 향후 개선점과 과제를 알아보고, 일본어 교수학습 전문화의 의미를알아보고자 하였다.
한국인 교수자 2명과 일본어 원어민 교수자 1명이 [어휘]-[문법]-[활동] 순으로 나누어 팀티칭으로 운영한‘일본어입문’ 에 관한 전공학습자 만족도는 1학기 응답자 41명 중「만족」이상이 35명(85.3%)이었고 2학기는 응답자 28명 중「만족」이상이 27명(96.4%)이었다. 팀티칭 교수자별 수업시간 배분 및 교수 순서에 관하여도 동일하게 높은 만족도를 나타냈다. 팀티칭수업에 의한 전공일본어 향상도는 1학기는 70%이상, 2학기는 60%이상이「향상되었다」고 답했고, 각 기능별로도 편중없이 높은「향상」을 보였으나, 두 학기 모두 가장 향상된 것은「한자」 였다. 각 교수자별 만족도는 [어휘]<[문법]<[활동]으로 나타났으나 이는 학습자가 대답한 분야별 난이도 [한자]>[문법]>[읽기(말하기)]와 일치한다.
본 실천 결과로 교수자별로 전문성을 가진 팀티칭 수업은 교수자 부담을 증대시키나 전공학습자의 교수학습만족도 및 성취도를 높여준다는 것을 알았다. 본 실천 담당 교수자들은 팀티칭을 수업을 내성하고 교수자간 상호 재고하여 수업 설계 및 운영을 개선해나갈 수 있는 좋은 방법으로 긍정적으로 평가하고 있다.

영어초록

This study represents a practical case of cooperative teaching (team teaching) implemented in the Department of Japanese Language and Literature at a four-year university. The aim of this study was to assess the satisfaction of Japanese language major students with team teaching classes, identify areas for improvement and challenges, and explore the significance of specializing in Japanese language teaching.
Two Korean professors and one native Japanese professor collaborated in team teaching for the introductory course ‘Introduction to Japanese,’ dividing the curriculum into ‘Vocabulary’, ‘Grammar’ and ‘Activities’. During the first semester, among 41 respondents, 35 students (85.3%) reported satisfaction or above, and in the second semester, out of 28 respondents, 27 students (96.4%) reported satisfaction or above among the learners in the major course.
Satisfaction levels with the allocation of teaching hours and the sequence of teaching by each team teaching instructor were consistently high. Additionally, the students reported notable improvements in their proficiency in Japanese language due to team teaching, with over 70% in the first semester and over 60% in the second semester stating that it had ‘improved.’ Improvement was observed across various language skills, with ‘Chinese characters’ being the area that showed the most significant improvement in both semesters. For each instructor, ‘Activities’ had the highest level of satisfaction, followed by ‘Grammar’, and then ‘Vocabulary.’ But this is consistent with the level of difficulty in each field answered by the learners in the order of ‘Chinese characters’, followed by ‘Grammar’, and then by ‘Reading (speaking).’ The result shows that team teaching conducted by instructors with specialized expertise increased the workload for instructors but also significantly raised the satisfaction and achievement levels of students in the major course. The instructors joined this study viewed team teaching as a positive method for enhancing course design and operations through mutual reflection among instructors.

참고자료

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