학부번역교육에서 학습자 중심 접근법에 대한 학습자 저항과 극복방안 모색
Recognizing Student Resistance to Student-Centered Approach in Undergraduate Translator Education
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The purpose of this research is to recognize student resistance to student-centered activities and seek a solution to overcome the resistance. To identify student resistance and its reasons, a survey is done in an undergraduate translation course. The survey asks about the most preferred class format (lecture, student presentation, or discussion) and the reason for their preference. Based on the findings of the survey, three clues for mitigating student resistance are drawn out: to use a one-to-one communication channel, to remove the fear of being assessed, and to give teacher’s official feedback after a student-centered activity. Then, the study creates a blueprint of a learning activity for overcoming student resistance. Next, the study experiments with the newly devised learning activity in a classroom and surveys the reactions of students. It is hoped that this research could be a starting point for adopting a successful student-centered approach in an undergraduate translation education classroom.
Abstract
The purpose of this research is to recognize student resistance to student-centered activities and seek a solution to overcome the resistance. To identify student resistance and its reasons, a survey is done in an undergraduate translation course. The survey asks about the most preferred class format (lecture, student presentation, or discussion) and the reason for their preference. Based on the findings of the survey, three clues for mitigating student resistance are drawn out: to use a one-to-one communication channel, to remove the fear of being assessed, and to give teacher’s official feedback after a student-centered activity. Then, the study creates a blueprint of a learning activity for overcoming student resistance. Next, the study experiments with the newly devised learning activity in a classroom and surveys the reactions of students. It is hoped that this research could be a starting point for adopting a successful student-centered approach in an undergraduate translation education classroom.
참고문헌 (17)
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