대학 중국어 교과의 유형별 원격수업 사례 분석 — Zoom과 Commons 활용을 중심으로

Abstract

This paper introduces the features of the two types of Distance Learning, Synchronous Distance Learning and Asynchronous Distance Learning, and the solutions used in each type, and introduces examples of Distance Learning for each type of Chinese subject that I have conducted. In addition, we propose the type of Distance Learning according to Chinese curriculum features by investigating the satisfaction and preference of Distance Learning by type. Based on the case analysis and survey results of Distance Learning, it is appropriate to proceed with Synchronous Distance Learning for Chinese subjects that have a relatively large number of hours and activities such as speaking practice and group activities. It can be seen that in the case of Chinese subjects where content delivery is important because grammar explanation or linguistic knowledge is strengthened, they prefer to proceed in the form of recorded lectures. In terms of preference for Distance Learning and Face-to-face Learning in Chinese subjects, 71% of students preferred to conduct Face-to-face Learning for speaking practice, immediate feedback, and interaction. However, students who prefer Distance Learning for more efficient learning also accounted for 27%, and it was found that the demand for Distance Learning in Chinese subjects was not small.