플립러닝(flipped learning)을 활용한 수업 모형 연구 - 중문과 이론 강의 유형 ≪중국소설의 이해≫ 수업을 중심으로

Abstract

I have so far examined the application of flipped learning-based lectures and the students' evaluation of them in “Understanding of Chinese Novels,” a theory-based course provided by the Major of Chinese Literature. It is only natural that a new lesson approach should go through a process of trial and error. It will be a good idea to make a full-blown attempt at the flipped learning approach throughout lectures so that the students will not become subjects in an experiment, but trials and errors can be reduced by making a partial attempt at the new lesson approach, reviewing the responses of students fully, and increasing its expansion and attempt gradually. There should be constant efforts to explore a variety of flipped learning models including the sharing of utilization cases and develop an in-house flipped learning model applicable to the lessons. Flipped learning is effective for theory-based lectures. It is also useful forforeign language lectures as its key points are repetitive learning and self-directed learning. Its utilization rate is high in foreign language study including conversation lessons in Chinese. In practice lectures for foreign language study, the students should fully digest what has been taught in a pre-class before taking confidence in face-to-face in-class and being active to participate in the class, which means that all the concerned matters should be considered including proper time allocation to more flexible pre- and in-class. If flipped learning lectures go right and smoothly, the students will improve their understanding of what has been taught. Furthermore, a shift will be possible to creativity enhancement-centric lectures. In addition, they will lead to the diversification of creative task content as part of results, the active participation of students, and the natural enhancement of their creativity. Students will lead lessons, growing out of their old passive position and taking the roles of “stuchers.” On the surface, the position of teachers seems to be moved from the center to the margin, but those changes will result in close communication between professors and students through ongoing interactions and the increased learning effects of students through instant feedback.