프로젝트기반 수업 설계 및 운영 사례 연구 - 헤어미용전공 중심으로
Project-based Course Design and Operation Cases: Focusing on Hairstyling Major
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This study attempted to propose an innovative teaching method through a verification of course effects after developing and applying a 15-week project-based training course. For this, the course ‘Design and My Life II’ given to 50 freshmen from the Department of Hair Design at ‘K’ College during the second semester was chosen. The project was divided into the following stages: Preparation, Ideation, Idea Screening & Deep Learning, Idea Confirmation, Idea Proposal and Performance Analysis & Evaluation. In 15 weeks, course evaluations and findings from the evaluation meeting were analyzed, and the results found the following: Students actively participate in class. They actively interacted with each other to solve problems on their own, displaying their self-directed learning experiences. In particular, many students became more confident in themselves in the process of materializing their ideas and generating results through the project-based course. The above results imply that a project-based course stated in this study is one of the innovative teaching methods designed to encourage students to participate in class more actively and build confidence.
Abstract
This study attempted to propose an innovative teaching method through a verification of course effects after developing and applying a 15-week project-based training course. For this, the course ‘Design and My Life II’ given to 50 freshmen from the Department of Hair Design at ‘K’ College during the second semester was chosen. The project was divided into the following stages: Preparation, Ideation, Idea Screening & Deep Learning, Idea Confirmation, Idea Proposal and Performance Analysis & Evaluation. In 15 weeks, course evaluations and findings from the evaluation meeting were analyzed, and the results found the following: Students actively participate in class. They actively interacted with each other to solve problems on their own, displaying their self-directed learning experiences. In particular, many students became more confident in themselves in the process of materializing their ideas and generating results through the project-based course. The above results imply that a project-based course stated in this study is one of the innovative teaching methods designed to encourage students to participate in class more actively and build confidence.
참고문헌 (25)
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