플립러닝(Flipped Learning)을 활용한 문답식교수방법의 연구

Abstract

This paper is a study that, using Flipped Learning, analyzed how their self-directed ability and creative fusion ability were improved by applying Socratic teaching method to the students in two classes who had taken <Thinking and Expression 1>, liberal arts of C University. The students attended courses after previewing materials or taking video lectures in advance by unit. Students in a classroom were formed into groups to make questionnaires through mutual discussions with their fellow students, and then to discuss the topics of the questionnaires with other fellow students by group. In this process, students positively attended lectures, filling in questionnaires individually and creating the topics to discuss directly with other students. After that, the professor had students make a presentation about the learning contents by group which had been discussed for each group, and completed the topic. The class like this resulted in considerably expanding students’ self-directed capacity and creative fusion capacity. Therefore, the author analyzed that the studentstaking classes based on this learning model established the foundation of growing as students of active learning instead of those of passive learning, and as those who can analyze and resolve everything initiatively. This enables students to develop creative thinking, analysis skills and integrated imagination for students to create new ideas on their own.