PBL기반의 디자인씽킹을 활용한 중국어교과교재연구 및 지도법 수업 사례
A Case Study of Chinese Textbook Research and Teaching Methods Using PBL-based Design Thinking
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Chinese textbook research and Teaching methods classes using PBL-based design thinking first present problems and divide teams before taking special lectures from field experts. Through field trips (teaching practice), Students feel empathy with current Chinese teachers, and recognize the problems. Then, collect relevant information and discuss solutions with other team members Afterwards, students announce and students open their solutions, teachers and other students evaluate the solution of the problem. If there is another problem, it will go back to the process of identifying the problem. Lastly, through a Teaching Demonstration and check or test whether the proposed solutions is effective. The Chinese textbook research and Teaching methods classes using PBL-based Design Thinking give students a sense of problem and participation in learning. It develops students’ ability to collect and identify information, discuss, present, cooperate, and solve accidents and problems. However, teachers must have control, and harmony among team members is somewhat difficult. New media, teaching methods, etc. can be applied to classes, but it is difficult to make them basic academic information for students. Which evaluation method can enhance public confidence and credibility? It is a matter to consider in class that utilizes PBL-based Design Thinking.
Abstract
Chinese textbook research and Teaching methods classes using PBL-based design thinking first present problems and divide teams before taking special lectures from field experts. Through field trips (teaching practice), Students feel empathy with current Chinese teachers, and recognize the problems. Then, collect relevant information and discuss solutions with other team members Afterwards, students announce and students open their solutions, teachers and other students evaluate the solution of the problem. If there is another problem, it will go back to the process of identifying the problem. Lastly, through a Teaching Demonstration and check or test whether the proposed solutions is effective. The Chinese textbook research and Teaching methods classes using PBL-based Design Thinking give students a sense of problem and participation in learning. It develops students’ ability to collect and identify information, discuss, present, cooperate, and solve accidents and problems. However, teachers must have control, and harmony among team members is somewhat difficult. New media, teaching methods, etc. can be applied to classes, but it is difficult to make them basic academic information for students. Which evaluation method can enhance public confidence and credibility? It is a matter to consider in class that utilizes PBL-based Design Thinking.
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