일본문학 수업에서 플립러닝의 적용

Abstract

In this article, we explore the application of the flipped-learning method to Japanese literature education as an effective manner of education. We point out limitations of previous educational methods of Japanese literature, such as a delivery of knowledge and the use of interest-arousing audio- visual materials, and aim to construct a new educational method. In order to provide ideal flipped-learning, appropriate interactions must be established between prior learning and main learning. What is essential in prior learning goes beyond mere presentations of audio-visual materials; rather, the teachers must ensure that the learners get familiar with the knowledge or information to be discussed in class. Therefore, the teachers must organize the content of prior leaning in such a way that it is both accessible and interesting to the learners, whose academic interests continue to vary. The cores of main learning are the sharing and discussion of learning information and collaborative learning. Thus, what are effective as main learning activities include collaborative discussion, practical applications, mutual explanations, and so forth. In the present study, we offer a concrete learning method of Japanese literature based on harbruta debate as well as the GBS manner, and report our case study where this proposed method has been applied to actual class.