탄뎀(Tandem)교수법을 활용한 한․중 문화콘텐츠 융합 수업 방안 소고- 학문기반 융합 모델을 적용하여

Abstract

This study aims to present a class plan for convergence of Korean and Chinese cultural contents using the Tandem teaching method. Amid the recent emphasis on interdisciplinary convergence in university education, this study designed a teaching model that can understand and analyze cultural contents in a historical context through interdisciplinary convergence between the Chinese Language and Literature Department and the Korean History Department. As a research method, the class was structured based on ADDIE (analysis-design- development-execution-evaluation), a systematic instructional design model, and five major instructional elements were proposed based on reciprocity and autonomy, which are the core principles of the Tandem teaching method. In this process, this study attempted to build a learning environment that transcends the constraints of time and space by using the SPOT metaverse platform as an edutech tool. The main characteristics of the teaching model proposed in this study are as follows. First, it aims to improve self-directed learning ability and mutual language and culture understanding among Korean and Chinese learners. This is the result of applying the core principles of the Tandem teaching method to the actual educational field. Second, the metaverse platform is used to improve the learning and collaboration ability in a virtual environment. This is an innovative attempt to respond to the change in the educational paradigm in the era of the 4th industrial revolution. Third, it deepens the understanding of the historical context of cultural contents through the convergence of Chinese literature and Korean history. Through this, learners can view cultural contents from a diachronic perspective rather than a fragmentary perspective. Through this teaching model, it is expected to achieve multi-layered learning goals of improving students' language skills, enhancing cultural sensitivity, cultivating historical insights, and cultivating convergent thinking skills. In particular, this model is thought to provide learners with a more integrated and in-depth learning experience by organically linking language education, cultural education, and history education. The significance of this study is that it presented a new cultural content education model that combines tandem teaching method, interdisciplinary convergence, and edutech. This has important academic and practical implications in that it provides an educational framework that can cultivate complex competencies required in a rapidly changing global educational environment beyond simple methodological innovation.