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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국일본어학회 일본어학연구 일본어학연구 제58집
- 발행연도
- 2018.12
- 수록면
- 63 - 81 (19page)
- DOI
- 10.14817/jlak.2018.58.63
이용수
초록· 키워드
오류제보하기
This is a practical report on Intensive courses in Japanese as a liberal arts at a Korean university. The purpose of this study is to search for effective instructional design and management plans, that and to reduce the physical and psycological burden on instructors in seasonal semesters who need to deal with the same contents as regular courses in a shorter period of time, and thereby This study also aims to increase the satisfaction and learning achievements of Japanese learners.
This practice was a Summer intensive course in 2017. The class ran for three hours almost every day for four weeks using a textbook. First, it involved undertook a needs analysis for the 31 students on the first day. To maintain the learners’’ interest and concentration, class was designed to have a two-part structure consisting of regular lecture -type and learner-centered activities type.
In addition, the Cyber Campus (e-class) of Learning Management System (LMS) was used to upload lecture materials in advance by the instructor so that the learners could prepare for, and review, the lecture. This was also used for communication and feedback with the learners.
After the end of the course, a survey on the students’ satisfaction in relation to the class showed that their satisfaction level of ‘the textbook’, ‘the class operation’, and ‘the instructor’ appeared all high. Satisfaction with the Cyber Campus was highly evaluated for the ‘sharing of teaching materials’ and ‘feedback’, but opinions were divided on ‘communication’.
This practice was a Summer intensive course in 2017. The class ran for three hours almost every day for four weeks using a textbook. First, it involved undertook a needs analysis for the 31 students on the first day. To maintain the learners’’ interest and concentration, class was designed to have a two-part structure consisting of regular lecture -type and learner-centered activities type.
In addition, the Cyber Campus (e-class) of Learning Management System (LMS) was used to upload lecture materials in advance by the instructor so that the learners could prepare for, and review, the lecture. This was also used for communication and feedback with the learners.
After the end of the course, a survey on the students’ satisfaction in relation to the class showed that their satisfaction level of ‘the textbook’, ‘the class operation’, and ‘the instructor’ appeared all high. Satisfaction with the Cyber Campus was highly evaluated for the ‘sharing of teaching materials’ and ‘feedback’, but opinions were divided on ‘communication’.
목차
Abstract
1. 들어가며
2. 선행연구
3. 실천개요
4. 실천결과
5. 마치며
참고문헌
要旨
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UCI(KEPA) : I410-ECN-0101-2019-730-000146041