프로젝트 기반 유러닝을 활용한 국어 교육
Teaching Korean Language Using Project -Based u-Learning (uPBL)
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Advancement of information and communication technology changes recent paradigm of online education from desktop PC-based e-learning to smart phone or tablet PC-based u-learning. Being the state-of-the-art education environments where the interactions between educators and learners overcome the limitations of time and space, u-learning can be the very effective way for Korean language education. Especially, in addition to the offline learning, u-learning characterized by mobility, immanence, and instantaneousness provides optimal environments that maximize the learning effects of project-based learning. This paper proposes a model of project-based learning utilizing u-learning for Korean language education. This model is composed of five steps：1) project preparation, 2) information gathering, 3) problem-solving via cooperative learning, 4) conclusions & presentation, 5) assessment & evaluation. Given a project topic titled ‘Making a Korean learning dictionary for foreigners’, an teaching-learning guideline is introduced through suggesting the step-by-step activities of educators and learners. Focusing on the verb ‘열다 [열ː다 jəlːda]’, one of exemplary outcomes is also shown.
Abstract
Advancement of information and communication technology changes recent paradigm of online education from desktop PC-based e-learning to smart phone or tablet PC-based u-learning. Being the state-of-the-art education environments where the interactions between educators and learners overcome the limitations of time and space, u-learning can be the very effective way for Korean language education. Especially, in addition to the offline learning, u-learning characterized by mobility, immanence, and instantaneousness provides optimal environments that maximize the learning effects of project-based learning. This paper proposes a model of project-based learning utilizing u-learning for Korean language education. This model is composed of five steps：1) project preparation, 2) information gathering, 3) problem-solving via cooperative learning, 4) conclusions & presentation, 5) assessment & evaluation. Given a project topic titled ‘Making a Korean learning dictionary for foreigners’, an teaching-learning guideline is introduced through suggesting the step-by-step activities of educators and learners. Focusing on the verb ‘열다 [열ː다 jəlːda]’, one of exemplary outcomes is also shown.
참고문헌 (13)
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