실습강의 유형에서의 플립드러닝(Flipped learning) 수업방식에 대한 일고찰 — ≪중급중국어회화≫수업을 중심으로

Abstract

In this paper, I investigated how the flipped learning method can be effective, not only as a theoretical lecture type, but also as a practical lecture type, in terms of extension of research and methodological exploration for the effective teaching. In this study, a learning plan for flipped learning method that is applied to the ≪Intermediate Chinese Conversation≫ class, one of the representative Chinese practice classes in the Department of Chinese Language and Literature, was proposed. Now, the flipped learning method has become a teaching method that is familiar to both instructors and students through this pandemic. Therefore, from this point, it is more important than anything else to take a step further and discuss how to maximize the effect of prior learning in Pre-Class and activate student activities In-Class. Based on the learning activities of Pre-Class, In-Class can be conducted in real-time class using zoom as well as classroom class. In the small meeting room which is an independent space of zoom, activities and assignments for each group consisted of a group of two, such as a mini-play, were performed, and the independent small meeting room space was used by the instructor to enhance the learning effect by giving individual customized instruction to the students. As a result of the analysis, it was found that the flipped learning method greatly helped to transform students into active self-directed learners, and overall students’ satisfaction in class was also improved. The role of the instructor in flipped learning classes is the role of a tutor who is fully prepared to help learners at any time. However, as a learner who participates in the flipped learning class, the instructor who plays the role of an auxiliary tutor also has the disadvantage of spending a lot of time and effort in preparing the class. Nevertheless, the reason why instructors who have applied the flipped learning method continue to try it without returning to traditional teaching methods is that each learner naturally immerses in the process of self-directed learning. This is because you can directly witness the feeling of satisfaction and accomplishment for yourself while doing this, and this point has great implications. In other words, it can be seen that the experience of immersion in flipped learning classes is directly related to the learning satisfaction of students. In addition to the flipped learning method, it is expected that more flexible and effective foreign language practice teaching methodologies will be more actively conducted in the future.