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
오류제보하기
Recently, university education focuses more on “what students become able to do”, rather than “what teachers teach”. Indeed, it is not much of an exaggeration to say that “learner-centered education” represents the values of university education today.
Learner-centered education emphasizes a new form of class which induces learner’s active learning, instead of the conventional teaching method where knowledge is simply imparted by a teacher to students. This style of class can help obtain rather professional knowledge and improve the practical use of such knowledge. It is also known to be able to develop linguistic techniques through such a process.
In fact, most elective classes in universities have been based in an “one-way communication from the teacher to students”. While there exists a great deal of research on student-centered class for key subjects, it is not easy to apply the method to elective courses, not least because of differences in class size, curriculum, as well as school system.
This paper argues that active learning methodology that can help students think about and deal with problems by themselves does not only enhance efficiency in learning, but also develop students’ self-study and learning capabilities to work things out on their own. Also it represents a significant educational viewpoint as it encourages learners to have self-confidence in study. This is why the author introduced this teaching method to a general Japanese language class. It is the author’s view that developing the four functions of Japanese language according to learners’ needs within a tight schedule for elective courses is also part of what is expected of Japanese language instructors.
The author taught active-learning-based classes at a technical college and a four-year-course college in Korea and has found that a problem-solving-centered class could lead to help students “find an answer through thinking” in the process, and consequently, that it could achieve a better quality of learning “know-how”.
As a conclusion, this paper argues that for a PBL class to become more effective with an active learning method, a phased and gradual adoption is highly important, especially for general Japanese language classes. Thus, the author suggests the new method as an effective way of teaching based on the field report.
Learner-centered education emphasizes a new form of class which induces learner’s active learning, instead of the conventional teaching method where knowledge is simply imparted by a teacher to students. This style of class can help obtain rather professional knowledge and improve the practical use of such knowledge. It is also known to be able to develop linguistic techniques through such a process.
In fact, most elective classes in universities have been based in an “one-way communication from the teacher to students”. While there exists a great deal of research on student-centered class for key subjects, it is not easy to apply the method to elective courses, not least because of differences in class size, curriculum, as well as school system.
This paper argues that active learning methodology that can help students think about and deal with problems by themselves does not only enhance efficiency in learning, but also develop students’ self-study and learning capabilities to work things out on their own. Also it represents a significant educational viewpoint as it encourages learners to have self-confidence in study. This is why the author introduced this teaching method to a general Japanese language class. It is the author’s view that developing the four functions of Japanese language according to learners’ needs within a tight schedule for elective courses is also part of what is expected of Japanese language instructors.
The author taught active-learning-based classes at a technical college and a four-year-course college in Korea and has found that a problem-solving-centered class could lead to help students “find an answer through thinking” in the process, and consequently, that it could achieve a better quality of learning “know-how”.
As a conclusion, this paper argues that for a PBL class to become more effective with an active learning method, a phased and gradual adoption is highly important, especially for general Japanese language classes. Thus, the author suggests the new method as an effective way of teaching based on the field report.
목차
〈Abstract〉
1. はじめに
2. 理論的背景と先行研究
3. アクティブラーニングを取り入れた授業
4. 実践結果からの考察
5. おわりに
参考文献
REFERENCES
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
李白詩 <黃鶴樓送孟浩然之廣陵>연구 — 시의 해석과 상상력의 문제
중국어문학지
2019 .01
-
韓国人上級日本語学習者の文章記憶に及ぼす音読の効果 : 黙読との比較を通して
일본문화학보
2015 .05
-
鴻門宴에 대한 서로 다른 기억의 공존 — 교육콘텐츠로의 활용 가능성을 겸하여
중국어문학지
2019 .01
-
「私の」から「私たちの」へ - ラフカディオ·ハーン作品における、記憶とartists’s sympathy -
대한일어일문학회 학술대회 발표논문 요지집
2022 .04
-
字義 離隔度로 본 異體字의 代替偏旁과 正字 偏旁과의 관계
중국문화연구
2016 .05
-
『伊勢物語』第七段の「京にありわびてあづまにいきける」の解釈をめぐって - 旧注から新注への一考察 -
일본어문학
2020 .01
-
‘상징천황제’의 현재적 의미와 일본의 ‘네오내셔널리즘’
일본문화연구
2017 .10
-
한일 新경어 청자대우법 등급 설정에 관한 연구 : 블로그에 나타난 ‘っす체’와‘함다체’의 사용양상·의도를 중심으로
일본어학연구
2018 .09
-
일본 학습지도요령이 추구하는 교육과정의 이념 ―세계시민성 함양과의 모순―
일본문화학보
2021 .08
-
日本語?習における漢字の?え方について ― 漢字の字源からのアプロ?チ ―
日本語敎育
2021 .01
-
AIと日本語教育について
한국일본어학회 학술발표회
2021 .09
-
인지과정으로서의 표현 교육 -인지단계별 글쓰기 교육을 중심으로-
한국언어문학
2020 .01
-
日本語複合動詞の習得に関する一考察 - 中国人日本語学習者を対象に -
일본어문학
2021 .01
-
日本の歌集の詞書と郷歌の背景説話
대한일어일문학회 학술대회 발표논문 요지집
2016 .11
-
후생성 설립과 우생정책에 관한 공중위생적 접근
일본문화연구
2024 .10
-
東アジアにおける日本語教科書にみられる日本観 : 韓国と中国の教科書を中心に
한국일본어학회 학술발표회
2015 .03
-
日本語の副詞教育に関する研究の概観と課題
일본어문학
2021 .08
-
日本における日本語教育の現況と課題
대한일어일문학회 학술대회 발표논문 요지집
2017 .04
-
多文化社会における定住外国人に対する言語教育 : 韓日の比較を通して
국제언어문학
2015 .10
-
중국 조선족 대학생들의 조선어 글쓰기에서 나타나는 문제점과 개선방안
중국조선어문
2025 .01
이 논문의 저자 정보
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2020-830-000653081