기독교 팀기반학습 (Team Based Learning) 모형개발 －반다이크의 ‘다기능 학급(Multifunctional Classroom)’을 중심으로－
The Development of a Model for Christian Team Based Learning
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본 연구의 목적은 기독교적 협력 학급을 만들기 위해 학생들의 개별성을 정당하게 고려하면서 동시에 공동체를 세우기 위한 방법으로 반다이크가 제안하고 있는 다기능 학급 (Multifunctional Classroom)을 교육현장에서 구체적으로 구현하기 위한 하나의 학습모형을 제시하는 것이다. 이를 위해 개념과 사례를 연결하여 내용 중심 기반의 지식 습득과 함께 팀에서의 문제해결을 동시에 강조하는 팀기반학습(Team Based Learning)을 대학수업에 적용하기 위한 학습모형을 개발하였다. 이 연구를 수행하기 위해 반다이크의 기독교적 관점에서의 협력학습과 다기능학급 관련 교육 이론을 탐구하고, 미켈슨과 톰슨 등이 제안한 팀기반학습의 개념과 특징을 고찰하였다. 이와 함께 기독교적 관점에서의 팀기반학습을 기초로 다기능 학급을 구현하기 위해 필요한 핵심학습과정과 핵심교수방법을 규명하여 블랜디드러닝 기반의 교수학습모형의 틀을 개발하였다. 그리고 고안된 팀기반학습 모형을 대학 수업에 적용하여 참여한 57명의 대학생을 대상으로, 총 9개의 팀을 구성하여 15주간에 걸쳐 진행하였다. 본 연구의 결과, 대학수업에서 팀기반학습을 적용 실행했을 때 기대되는 효과는 다음과 같다. 첫째, 공동의 관심사와 개인의 관심사 모두에 주의를 기울이는 학습방식을 제공함으로써 내용 중심 기반의 개별학습과 문제해결 중심의 집단학습 모두를 가능하게 한다. 둘째, 개인과 팀의 책임을 강조하고 토론에 적극적으로 참여하게 함으로써 서로 돕고 수용하는 분위기를 형성하고 학습자 간의 협력적인 상호작용을 촉진하여 사회성 발달에 도움을 준다. 셋째, 상호작용을 통한 다양한 관점의 공유와 즉각적인 피드백의 제공은 경청과 수용, 기다림과 인내, 책임 있는 행동 등과 같은 협력학습에 필요한 성격적인 기술 개발과 학습자들 간의 우정과 신뢰감 형성에 도움을 준다. 넷째, 사전학습과 과제수행, 그리고 수행결과 및 평가에 대해 책임을 지도록 함으로써 능동적인 참여와 학습공동체에서의 기여를 높인다.
Abstract
The purpose of the research is to make a Learning Model in order to make a Christian collaborative classroom as it concerns individual’s difference and uniqueness as well as building a collaborative community applying Van Dyk’s ‘Multifunctional Classroom’. For this, this research developed a learning model for applying team based learning, which emphasizes content centered knowledge and team centered problem solving connecting the concept and the case. This research explored collaborative learning and ‘Multifunctional Classroom’ with Van Dyk’s Christian perspective, and investigated concept and characteristics of team based learning suggested by Michaelson and Thompson. This research also developed the frame of instructional learning model based on blended learning as it deducts the core learning process and core teaching methods in order to reveal the multifunctional classroom with Christian perspective. The research was progressed for 15 weeks with 9 teams, 57 undergraduate students, who attended Team Based Learning model applied college course in blended learning environment. The effectiveness of Team Based Learning developed in Christian perspective is like the following. Firstly, it makes possible to supply individual learning and group learning to apply the needs of individuals and groups. Secondly, it forms collaborative interaction and help to improve social skills as it emphasizes on learners’ responsibilities and have the learners participate in discussion actively. Thirdly, it helps learners to develop characteristic skills required for collaborative learning such as listening, accepting, waiting, and patience. Fourthly, it leads to the active participation and contribution in the learning community as it has the learners take the responsibility on advanced learning, task performance, and evaluation.
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