Earticle

초록

영어

The purpose of this study is to develop and explore a framework of problem-posing education through Project-Based Learning (PBL) in an English writing course. The four-week framework was embedded into a university level, and a total of 17 students participated in the study. After collecting the students’ group journals, the data were analyzed to investigate their perceptions of the course. The findings are as follows: One is positive aspects. They developed positive attitudes towards the course, in terms of constructing knowledge through practicing critical thinking, improving English writing skills by developing their views, engaging in group activities, and negotiating with group members. The other is negative aspects. The students challenged the foriegn nature of this student-centered approach, and their relatively low level of English limited the inquiry process. The study concludes with two pedagogical implications: the need to use detailed and explicit modeling, and include individual tasks.

목차

Ⅰ. 서론
Ⅱ. 문헌 연구
1. 프로젝트 기반 학습
2. 문제제기식 교육
Ⅲ. 연구 방법
1. 연구 맥락
2. 연구 기간 및 절차
Ⅳ. 문제제기식 프로젝트기반학습 영작문 수업설계 및 운영
1. 수업 설계
2. 수업 운영
Ⅴ. 문제제기식 프로젝트기반학습 영작문 수업에 대한 학습자 관점
1. 긍정적인 관점
2. 부정적인 관점
Ⅵ. 결론
인용문헌
부록
Abstract

키워드

저자

• 김미경 [ Mi Kyong Kim | 초당대학교 조교수 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820