하브루타 기반 플립드러닝 일본어과 수업모형 개발

Abstract

In order to realize learner-centered learning, this study developed and validated a class model so that instructors could effectively operate flipped learning in subjects related to foreign languages, especially Japanese, by using ‘Havruta’. In other words, the specific procedures and detailed components of flipped learning were explicitly presented, focusing on the changes in the roles of instructors and learners, which are the core characteristics of flipped learning, and changes in the classroom environment, teaching media, and teaching methods. For validation analysis on the influence of Japanese language class model of the Havruta-based Flipped Learning, the corresponding sample t-test on Japanese grammar scores was performed before and after the application of the class model. As a result, t=-6.536, p=0.000, which was statistically significant based on the significance level of 0.01. Next, as a result of the validation analysis, the correlation between learner-centered class and flipped learning was r=0.946, p=0.01, indicating the highest positive correlation among the results. Through this, it was confirmed that the flipped learning class is a good example of a learner-centered class. In addition, it was confirmed that the discussion/discussion-centered Havruta class had a direct effect on academic achievement, that is, the result of grammar learning. In other words, it was empirically verified through field research that the instruction model developed in this study introduced Havruta and effectively led the learning results as well as the role change of the instructor and learner while supplementing the shortcomings of the class in the classroom of flipped learning.