지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This paper aims to present how peer learning, based on Tanka, a traditional Japanese poem, can be used to enlighten learners. Collaborative learning among students has recently been attracting considerable attention. This study, set in a Japanese lesson at a Korean university, attempts to confirm both the effects of peer reading, and particularly, the kind of learning which occurs. Generally, in a traditional classroom reading lessons are led solely by teachers. In such lessons students usually attempt to answer question which the teacher has prepared in advance. The aim of these lessons is for students to broaden their knowledge of the target language. While these lessons focus on improving individual knowledge, peer learning classes focuses instead on improving students’ “interaction” skills. Following repetitive peer reading and peer response, the majority of learners provided positive feedback from the interactive learning experience. Concretely, 38 out of 40 students estimated their Japanese language skills had progressed, specifically, knowledge of particles and vocabulary, and their interpretation skills of Tanka. Furthermore, this paper also shares how peer discussions lead to the enhancement of various skills that are not explicitly taught in teacher-controlled classroom environments.
목차
Abstract
1. はじめに
2. ?師主導から協??習へ
3. 大?の日本語クラスでの授業??
4. 協?による?び
5. まとめ
?考文?
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