플립드 러닝을 적용한 고전소설 수업 사례 연구

초록

This study presents cases of lessons on classical novels in college based on the application of flipped learning. By analyzing old lectures, the study first highlighted the need to move on from the conventional approach to the education of classical novels and designed learner-centric, flipped learning-based lessons. A special focus was on the teaching and learning plan for classical novels and conducting a self-directed inquiry. Based on this lesson design, the investigator analyzed cases of flipped learning-based lessons on classical novels from 2017 to 2019. The design allocated different learning activities in the pre-, in-, and after-class stages and encouraged students to understand and appreciate classical novels through self-directed learning involving questions, discussions, and presentations. This learner-centric education facilitated interactions between teachers and students and offered an opportunity for students to recognize the presentity of classical novels through topic discussions and presentations retelling classical novels. The study then examined the effects of flipped learning andstudents' satisfaction using a student questionnaire designed by teachers. The survey was conducted with a group of students at the Teaching and Learning Development Center in 2019. The results showed that flipped learning-based lessons were effective, with significant data obtained through a diagnosis and assessment of these lessons on classical novels. The study also revealed some limitations of flipped learning, including the burden on students due to the volume of study, participation in activities, and gaps among students due to different individual attitudes during lessons. Students' intellectual competency and learning capabilities should be trusted and the old approaches should be supplemented with a way of promoting svoluntary learning. This will help address the abovementioned limitations and improve the outcomes of flipped learning-based lessons on classical novels.

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