기초일본어 전공 교과목의 PBL(Project-Based Learning) 적용 사례연구

Abstract

This study is a case study of Project-Based Learning(PBL) applied to 'Basic Japanese II', a major course in the first year of the Department of Japanese Language Education. The subject of this study is 25 students taking this course, and for the purpose of team project activities, each team consisted of 5 people. PBL was applied for 4 weeks (12 class hours) after the midterm exam, and the course was conducted in the four stages of ‘preparation –planning –execution -evaluation'. Throughout the entire course of this project, the learners' participation in the course of the project led them to thinking themselves, and learners tried various methods while working with team members to solve problems. In addition, the project activities centered on learners rather than structured lectures by the professor provided a good opportunity to form a sense of solidarity while filling each other's gaps through the division of labor and consensus-building within the team, and for students to apply the newly acquired knowledge to the outcome. The team that applied this educational method participated in the 2020 Student Success PBL Online Contest on campus and received an excellence award, showing achievements of “challenge competence”. The results of a post-question survey to review the satisfaction with this project class suggest that the instructor's lecture notched 4.45 out of 5 points, with the learning evaluation slightly lower at 4.29. On the other hand, the satisfaction level of the learning evaluation was 4.5, especially with PBL expectations, search and improvement in Japanese language skills, while the division of labor fared worst at 4.14. When applying PBL in the future, therefore, more unstructured practical problems should be chosen as a theme from the perspective of learners, but more concrete objective standards for performance evaluation should be prepared, and effective coordination of labor division should be sought.