대학 교양수업 발표의 피드백 방안
Feedback method utilized in the liberal arts class
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초록
The objective of this paper is to propose a feedback method for presentations made in the liberal arts class. The feedback method proposed in the paper is divided into two feedbacks: pre-presentation feedback and post-presentation feedback. Pre-presentation feedback is for an overall preparation process where a learner plans and prepares the presentation. Based on the presentation proposal submitted, a professor prepares the feedback in terms of relevance and validity of planned items. In addition, the feedback can be provided whether proposed strategies are properly reflected in the preparation process. Pre-presentation feedback may employ face-to-face feedback or/and online feedback. Post-presentation feedback includes the presentation evaluation and areas to be improved. Post-presentation feedback may utilize written feedback, face-to-face feedback, and online feedback. The source of written feedback is the evaluation prepared by a professor and the audience during presentation. After the presentation, members involved in the presentation have a face-to-face correction session with a professor based on the evaluation sheet. After the feedback, the members post feedback results including self-feedback in cyberspace, sharing post-presentation performance with other learners. These feedback processes can help learners, in the process of objective-oriented speaking practice, identify their ability and improve it.
Abstract
The objective of this paper is to propose a feedback method for presentations made in the liberal arts class. The feedback method proposed in the paper is divided into two feedbacks: pre-presentation feedback and post-presentation feedback. Pre-presentation feedback is for an overall preparation process where a learner plans and prepares the presentation. Based on the presentation proposal submitted, a professor prepares the feedback in terms of relevance and validity of planned items. In addition, the feedback can be provided whether proposed strategies are properly reflected in the preparation process. Pre-presentation feedback may employ face-to-face feedback or/and online feedback. Post-presentation feedback includes the presentation evaluation and areas to be improved. Post-presentation feedback may utilize written feedback, face-to-face feedback, and online feedback. The source of written feedback is the evaluation prepared by a professor and the audience during presentation. After the presentation, members involved in the presentation have a face-to-face correction session with a professor based on the evaluation sheet. After the feedback, the members post feedback results including self-feedback in cyberspace, sharing post-presentation performance with other learners. These feedback processes can help learners, in the process of objective-oriented speaking practice, identify their ability and improve it.
참고문헌 (26)
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