플립러닝과 학습유인물을 활용한 대학영어 수업모형

Abstract

Flipped classroom learning has stirred up great resonance both in domestic and foreign universities, and in other educational institutions as well, throughout the world. The central axis of learning has been shifted from teacher-centered teaching to student-centered learning; from surface thought to deeper thought: thus, the learners actively participate in the learning process. This paper suggests college English be taught following the principles of the transformed flipped learning-teaching skills. When a teacher utilizes printed learning material in a flipped classroom, there are effects as follows: first, students improve self-directed learning capability; second, there is more interaction between teacher and learner; third, students through learner experience-centered learning process attain deeper comprehension of their material; fourth, students expand their metacognition through feedback with their teacher or fellow students. This paper demonstrates that flipped learning develops student's learning capability in class. It is necessary that teachers should deal with learning and teaching problems, not from teachers’ points of view but students’. This study suggests that teaching should be students-centered: that is, the flipped classroom model is one of the significant skills to that effect.