Earticle

This study attempts to initiate discussions on integrating the concepts of smart classroom and active learning into general English course design. It examines students’ learning outcomes after studying a general English course involving ICT integration, integrated-skills approach, and formative assessment, developed from the concepts of smart classroom and active learning. The data were collected during the 3rd academic term (January-May 2018) that consisted of students’ pre- and post-tests scores on vocabulary, listening, grammar, reading and writing. There were 983 students (77.8% female and 22.2% male) involved with various educational backgrounds and English proficiency levels. The data were examined by using paired-samples t-test, independent t-test, one-way ANOVA and analyses of students’ improvement by changes of levels. The results indicate significant differences in students’ scores in total and across skills. These results shed light on curriculum and course design with regards to the integration of ICT, integrated-skills approach, and formative assessment.

이 연구는 메타버스 플랫폼을 활용한 생태환경예술교육 ‘Playing Metaverse 메타夢’ 참여가 초등학생의 학습실재감 및 능동적학습에 미치는 효과를 검증하는데 목적이 있다. 연구대상 은 충북 소재 A초등학교 6학년에 재학 중인 초등학생 11명을 선정하였고, 단일집단 사전·사후 설계로 진행되었다. 이 수업은 주1회 90분씩, 2023년 04월 18일부터 05월 23일까지 총 6주간 진행되었다. 자료처리는 SPSS 21.0을 통해 대응표본 t-test와 ANOVA를 실시하였고, 유의수준은 p<.05로 설정하였다. 그 결과, 학습실재감 및 능동적학습 모두 유의한 차이가 있어 생태환경예술교육인 메타버스를 활용한 통합예술교육 콘텐츠가 초등 학생의 학습실재감과 능동적 학습을 높일 수 있음이 확인되었다. 이러한 결과는 학교예술교 육에서 메타버스 플랫폼을 활용한 아트에듀테크가 초등학생의 생태환경에 대한 관심을 높이기 위한 미래의 예술교육방법을 탐색하는데 기초자료가 될 것으로 기대한다.

The purpose of this study is to verify the effect of ‘Playing Metaverse Meta夢’ which is an ecological environmental arts education class incorporating a metaverse platform, on elementary school students' learning reality and active learning. Eleven elementary school students in the sixth grade from “A” Elementary School in Chungbuk were selected as the participants of the study and a single group pre-and post-design was used as a research method. This class was held for a total of six weeks from April 18 to May 23, 2023, for 90 min once a week. In terms of data processing, corresponding samples t-test and ANOVA were conducted through SPSS 21.0, and the significance level was p<.05. As a result, there were significant improvements in both learning reality and active learning. The study confirms that integrated art education contents using a metaverse platform, termed as ecological environmental art education, can increase elementary school students' learning reality and active learning.

플립 러닝은 학생들이 기본적인 개념을 집에서 짧은 비디오를 통해 학습하고 학교에서는 교사와 학생들 간의 상호작용과 효과적인 연습을 가능하게 해주는 거꾸로 된 학습 모델이다. 그러나 교실 밖에서의 스스로 하는 학습이 자기통제의 미숙함으로 인해 많은 학생들이 스스로 학습하는 학습내용을 이해하는데 많은 어려움을 겪고 있다. 본 논문에서는 초등학교의 수학과목에서의 능동적인 플립 러닝을 위한 인터랙티브 앱을 개발한다. 또한, 초등학교 4학년 수학의 개념을 이해하는 수준이 다른 학습자 그룹을 대상으로 제안한 능동적 플립 러닝의 효과를 조사한다. 사전사후 조사결과 인터랙티브 앱을 활용한 플립 러닝 기법이 전통적인 플립 러닝 기법 보다 성적 향상에 효과가 있었다.

The flipped learning is an inverted teaching model where students learn the basic concepts using short videos at home and then come to class to enable effective practice and interactions among teachers and students. However, due to the students’ lack of self-regulated competence, most students have difficulties of comprehending the instructional materials out of class by themselves. In this paper, we develop an interactive app for active flipped learning in the mathematics courses in the elementary schools. We examine the effectiveness of the active flipped learning on learners groups with different achievement levels in learning 4th grade mathematics concepts in the elementary schools. The pretest and posttest survey results show that the proposed flipped learning approach has better performance compared to the traditional flipped learning approach.

This paper reports on conversation lessons that do not use a textbook. Usually, conversation lessons generally use a textbook and adopt methods such as pair work, group work, speeches, and roleplaying, but the author instead conducts lessons all in Japanese without using a textbook. The lessons are developed by deciding on an omnibus topic for each session. However, the topics consist mainly of items that often appear in the JLPT, such as “sequential order,” “schedules,” “weather forecasts,” and “street directions.” Since the lessons are also in preparation for the JLPT, consistency has not been ensured between sessions. With this background, this paper particularly emphasizes the “imaginary conversations” method. In this method, students create imaginary plans, such as “travel plans” or “moving plans,” and hold discussions to determine the date, schedule, and other details together. The advantages of this method are that students can use all their previously learned basic grammar skills and it gives them equal opportunities to speak.

현재 컴퓨터교육에서 알고리즘 교육의 중요성은 강조되고 있지만 주어진 문제를 알고리즘으로 표현하고 표현된 알고리즘을 해석하는 방법에는 비교적 연구가 미약하였다. 본 연구에서는 알고리즘의 표현 도구 중 순서도에 대해 초등학교 저학년 대상으로 놀이 활동 기반 학습 방법을 개발하고 실제 수업에 적용하여 학습 가능성을 진단하여 보았다. 학습 놀이는 순차형 놀이, 선택형 놀이, 반복형 놀이와 퍼즐 맞추기 게임으로 4가지이며 퍼즐 맞추기 게임은 학습 놀이 내용을 순서도 카드를 활용하여 실제 순서도로 재구성하는 게임이다. 순서도 학습 후 성취도 평가에서는 학습 놀이 기반으로 수업을 진행한 집단이 ICT기반으로 학습한 집단보다 상대적으로 평균은 약 7.5% 높게 나타났으며 두 집단 모두 학습 후 평균이 10점 만점에 9점 이상을 보였다. 이는 순서도 교육이 초등학교 저학년도 학습 가능하며 특히 놀이 활동을 통한 교육이 효과적이라는 것을 보여준 것이다.

Today computer education puts an emphasis on algorithm education. There are little researches about how to express the given problem in algorithm and how to interpret the expressed algorithm. In this study play-based learning methods dealing with flow chart which is one of the expressing tools of algorithm are developed for lower graders of elementary school. Then we diagnosed the learning possibility of the tool after applying the methods in a classroom environment. There are four types of learning game activities; sequential play, selective play, repetitive play and puzzle play. Puzzle play is a game that students need to reconstruct the learned content to a real flow chart by using flow chart cards. The result of an achievement test after teaching students flow chart showed that the group who took the play-based lesson got their average score with about 7.5% higher than the group who took the ICT-based lesson. Both the groups got their average scroe of more than 9 out of 10 after the lesson. This result shows that flow chart lessons are adaptable for the lower graders of elementary school. It also shows that play-based education can be exceptionally effective.

본 연구는 학습자의 능동적인 학습활동을 촉진하여 학습의 질을 제고하기 위해 설계된 ALC(Active learning classroom) 수업에 대한 학습자의 인식을 살펴보는 것을 목적으로 한다. 본 연구의 목적을 달성하기 위해 수도권 소재 A대학 71명의 학생(ALC 수업 43명, 일반교실 수업 28명)을 대상으로 설문조사를 실시하고, 교실 구성요소 간의 관계, 교수자의 수업전문성, 교실의 사회․문화적 환경, 심리․정서적 환경에 대한 인식을 비교하였다. 주요 연구 결과로는 첫째, ALC 수업 학생들은 교수․학습과 물리적 학습환경의 관계를 보다 긍정적으로 인식하는 것으로 나타났다. 둘째, ACL 수업 학생들은 ALC 환경을 능숙하게 다루는 측면에서의 교수자의 전문성을 긍정적으로 인식하는 것으로 나타났다. 셋째, ALC 수업 학생들은 교수자와의 비형식적 관계가 보다 촉진되었다고 인식하였으나 심리․정서적 측면에서의 만족도 및 몰입은 차이가 없는 것으로 나타났다. 본 연구는 새로운 학습공간 설계에 있어 교수․학습활동 운영을 위한 실제적인 시사 점을 제공할 것으로 기대한다.

The purpose of this study is to compare students’ perception shaped by two different university classrooms: Traditional Classroom and ALC(Active learning classroom). We conducted survey of 71 university students who were taught by an identical instructor using same pedagogy. The survey questionnaires asked respondents about their perceptions on teaching and learning and physical environments relations, teaching proficiency, social context, student satisfaction and immersion. The data was analyzed using Student’s T-test. The results showed that ALC group, compared to the traditional classroom group, demonstrated statistically higher awareness on teaching and learning and physical environments relations, teaching proficiency, and instructor-student unofficial relations. Based on these findings, implications and limitations of this study were discussed.

본 논문에서는 AI 시대의 학습 환경 변화에 대응하여 학습자의 능동적 참여를 촉진하는 OKAL(OKActiveLearning) 시스템을 소개한다. OKAL은 모바일 기반으로 실시간 퀴즈와 다양한 문제 유형(객관식·주관식·Cloze·드래그앤드롭·시뮬레이션·코드 실행 등)을 제공하여 학습자가 수업 과정에 즉각적으로 참여할 수 있도록 지원한다. 또한 Google 기반 분산 데이터 구조를 활용하여 교사와 기관이 학습 결과를 공유·분석할 수 있어, 수업 개선과 맞춤형 교육 설계에 이바지할 수 있다. 나아가 외부 브라우저와 AI 도구 활용을 차단하고, 교사가 실시간으로 학습자의 응답 상황 을 관찰할 수 있는 기능을 통해 인공지능 시대에도 신뢰성 있는 형성평가를 가능하게 한다. 이러 한 특징을 통해 OKAL은 단순한 퀴즈 도구를 넘어, 참여 중심의 Active Learning 모델을 효과적 으로 구현할 수 있는 차세대 교육 플랫폼임을 보여준다.

본 연구에서는 AL 수업 운영의 실천 사례로 S대학교 2023학년도 1학기 ‘비즈니스 일본어’ 전공 교과목을 분석했다. 교과목 분석 후, <AL 수업의 방향성>을 바탕으로, <그림2>에 제시 한 [AL 수업 실천의 프로세스]를 제안하였다. 이를 통해서, AL이 전공 수업의 목적을 달성하 고 핵심역량을 키우는데, 일조할 것으로 기대된다. 그리고<표3>에 제시한 [AL 체크리스트]를 교수자가 학생에게 의식하게 하고, 학생은 스스로 인지하면서 주체적으로 배우고 스스로 ‘생 각하는 힘’과 분석적인 능력, 창의적 사고능력, 문제해결능력을 키우게 될 것이다. 이러한 활 동이 궁극적으로 학습 목표에 가까이 다가가는 ‘AL’을 실천하는 데 도움이 될 것이다. 한편, AL 수업에서는 학습자의 특성에 맞춰, 협동학습의 장점을 살리고 그 단점을 극복하 는 것이 과제이고 무엇보다도 중요하다. 협동학습은 긍정적 상호 의존, 상호 노력을 의식하고 서로 확인하기 위한 책임의 명확화가 중요하기 때문이다. 앞으로 AL의 특징을 더 깊이 이해 하고, AL 시점에서 수업을 재구성하는 노력과 방안이 요구된다. 그 예로 AL 체크리스트를 분석(설문조사로 보완함)하고 수업만족도 조사도 AL에 맞게 재구성하여, 평가방식 등도 과정 중심으로 마련해야 할 필요가 있다. 이와 같은 분석과 고찰 부분은 향후 과제로 남는다.

This paper analyzes the 'Business Japanese' major course offered during the first semester of the 2023 academic year at S University, using it as a practical case study for implementing Active Learning (AL) class management. Through a thorough examination of the course, I propose the [Process of AL Teaching Practice] based on the principles outlined in <Figure 2>: <Direction of AL Classes>. AL will help achieve the purpose of the major course and develop core competencies. In addition, the instructor will introduce the [AL Checklist] as depicted in <Graph 3> to the students as a tool for students to cultivate independent thinking and improve their cognitive skills. The checklist not only promotes independent thought but also nurtures analytical, creative, and problem􋹲solving abilities. These are integaral to achieving the learning objectives. On the other hand, there is a challenge when striving to maximize the advantages of group learning which needs to be addressed. Consequently, this paper concludes by advocating for continued efforts and the implementation of measures aimed at gaining better understanding of the characteristics of AL and restructuring the existing classes from the AL perspective (e.g., AL checklists).

최근의 일본어 교육을 둘러싼 환경과 사회적 변화를 고려하여, 일본어 교육에서도 시대의 흐름을 반영한 학습자중심 교육의 실현이 매우 중요하다. 본 연구에서 학습자중심 교육의 핵 심은 새로운 교수학습법, 즉 【액티브러닝(Active Learning,이하 AL로 함)의 수업 도입과 운영】이라고 생각하여, {비즈니스일본어} 수업에 PBL, SRL을 도입/운영하여 학습자들의 교육 만족도 상승과 수업 운영에서 효과가 있음을 확인할 수 있었다. 그리고 PBL, SRL 수업 운영 에 기반한 루브릭 평가 표준 모델안을 제시하였다. 이러한 AL을 실천한 학습, {비즈니스일본 어}가 학습자들에게 문제해결능력 및 융복합 사고 능력 향상에 도움이 될 것이다. 끝으로 본 연구에서는 AL 실천을 위한 4가지 제안 및 향후 과제를 언급하였다. 향후, PBL 기반 AL{비즈니스일본어} 수업의 지속적인 실천을 통해서, 해당 교과목에 적합한 루브릭 평 가의 모델을 수정, 개선할 계획이다. 아울러 본 연구의 성과가 일본어 관련학과 교과목에서 AL수업 실천과 수업의 표준모델 개발에 도움이 되는 계기가 되었으면 한다.

This study examines the important points of learner-centered education. It focuses on the introduction and operation of a new teaching and learning method, active learning. Active learning has been introduced and operated in PBL and SRL in {Business Japanese} classes. As a result, it was confirmed that the learners' educational satisfaction level increased and that it was quite effective in class. Additionally, a standard model for rubric evaluation that was based on both PBL and SRL class operations was presented. As a result, {in Business Japanese} it seems to have helped learners to improve both their problem-solving abilities and convergence thinking abilities. Finally, in this study, four proposals and future tasks for active learning (AL) practice are introduced. In the future, I plan to revise and improve the Rubric evaluation model to be even more suitable for the subject through the PBL-based {Business Japanese} class practice. I hope that the results of this study will be helpful in the practice of active learning classes and for the development of future standard models for classes in Japanese language department subjects.

This proposal highlights the value of expanding the scope of interpretation skills training in the context of an undergraduate language curriculum by introducing the approaches taken by the instructor affiliated with the Center for Global Communication Strategies at the University of Tokyo. The course on Japanese-English interpretation skills is offered primarily for students enrolled at the university’s Program in English at Komaba (PEAK) who were educated in English while developing their Japanese language as a heritage language at home. The course aims to equip students with advanced communication skills through interpretation training rather than training professional interpreters. The overarching goal is to enable students to achieve valuable life skills. While the course leans on building blocks of conventional interpreter training to achieve that goal, its premise is that interpretation skills are essentially advanced communication skills. For example, simultaneous interpretation enables rapid determination of the main thrust of the information captured aurally and visually. Consecutive interpretation is the ability to temporarily deconstruct the information presented and deliver it in a meaningful manner. Sight translation is another form of digesting information in manageable chunks by overcoming the significant difference in sentence structure between the two languages. Interpretation skills training enables learners to contextualize vocabulary, vary language register, enunciate clearly, be mindful of meaning while always directing attention to the audience, all of which are valuable life skills. This proposal will also demonstrate the value of gaining insights from other related disciplines such as ESL to break down the learning process into different aspects of English as vocabulary and grammar. This approach is notably viable if the interpretation skills course is part of a broader language curriculum. The proposal will also address active learning strategies that were effective in the University of Tokyo course to improve the course quality and foster a student-centered classroom with special attention given to the virtual environment. (311 words)

Recognizing anomalies in surveillance is crucial for public safety to identify events that deviate from normal patterns. Visual information is essential for effective anomaly recognition; however, audio data can enhance recognition accuracy by providing additional context. Despite this, existing systems only utilize visual information, overlooking the potential of audio modalities in anomaly recognition. This paper introduces a multi-modal framework for anomaly recognition through active learning, integrating audio and visual modalities to enhance anomaly prediction. The framework extracts features using a pretrained ResNet-50 convolutional neural network (CNN) model from the visual and audio data. The extracted features are then forwarded to the Bi-Directional Long Short-Term Memory (Bi-LSTM) network for temporal feature learning. These features are then fused and fed into a classification layer for final prediction. The proposed framework's performance is assessed on a benchmark dataset and yields promising results.

Active learning refers to a pedagogical approach that engages students actively in the process of learning (Bonwell & Eison, 1991). One central principle of active learning is that teaching action should focus on what students are doing, not teachers. In this sense, main components of extensive reading (ER) seem to share the basis of active learning as ER also intends to provide students with an opportunity to read for themselves at their own rate within their own levels. However, although ER is compatible with active learning, research on ER in the literature is often limited to its effects on the improvement of various language-related areas. Little investigation has been done into whether ER is effective for enhancing learners’ engagement in their own learning process, which is the core of active learning. Acknowledging this paucity, the current study incorporated an extensive reading (ER) program to active learning for reading classes, aiming to examine how students engaged in the ER program and how the participants perceived the program. To this end, students’ book reading reports over eight sessions of the ER program and post-task interviews were qualitatively analyzed. The data analysis suggests: first, students eagerly engaged in their learning processes during the ER program; second, in return, their confidence and motivation in reading English texts improved; third, during the ER the students were responsible for their own learning and were autonomous learners.

This research explores the utilization of ConvNext Large, a state-of-the-art convolutional neural network architecture, for improving the accuracy and efficiency of car crash detection. By leveraging deep learning techniques, ConvNext Large can automatically extract complex features from raw data, enabling real-time detection of car crashes. Additionally, an active learning framework is proposed to iteratively enhance ConvNext Large's performance by selecting informative unlabeled data points for annotation and inclusion in the training set. The effectiveness of ConvNext Large is compared with other models, including Violent flow, 3D convolution , Updated ResNet\_50, and DenseNet169, highlighting its advantages in handling image-based tasks like car crash detection. Evaluation metrics such as Detection Rate and False Alarm Rate are utilized to assess the accuracy and reliability of car crash detection systems.

본 연구는 학생능동수업모델을 기반으로 한 플립러닝 모델을 수학과의 특성에 맞 게 설계하고 적용한 후 그 효과를 살펴보는데 목적이 있으며, 플립러닝 적용 시 고 려해야 할 점을 토대로 시사점을 도출하고자 하였다. 연구 결과 첫째, 학생능동수 업모델에 기반한 초등학교 수학과 플립러닝 교수ㆍ학습 모델을 적용한 결과 학생 들의 학업성취도가 향상되었다. 둘째, 수학과 플립러닝 프로그램의 적용은 학생들 에게 교과서 중심의 수업보다 높은 만족감을 주었다. 셋째, 학생들은 시간과 장소 에 구애받지 않고 자기 주도적 학습 습관을 형성할 수 있었고, 수업에 대한 기대가 높아짐을 알 수 있었다.

The purpose of this study were to design and apply a teaching-learning model for flipped learning in elementary school mathematics based on a student's active learning model for mathematics, and then to examine their effects. Finally, this suggests two points to consider when applying flipped learning to young learners. The results of this study are as follows. First, The model showed meaningful results that improved learners' academic achievement. Second, The application of flipped learning, which reflects the characteristics of the mathematics department, gave learners a higher level of satisfaction than traditional classes. Third, as a result of analyzing students' testimonies, it was possible to form a habit of self-study without help of anyone at the desired time and place, and to solve the problem created beforehand with friends so that self-directed learning habit formation and interest in class respectively.

Deep learning models achieved a lot of success due to the availability of labeled training data. In contrast, labeling a huge amount of data by a human is a time-consuming and expensive solution. Active Learning (AL) efficiently addresses the issue of labeled data collection at a low cost by picking the most useful samples from a large number of unlabeled datasets However, current AL techniques largely depend on regular human involvement to annotate the most uncertain/informative samples in the collection. Therefore, a novel AL-based framework is proposed comprised of proxy and active models to reduce the manual labeling costs. In the proxy model, VGG-16 is trained on chunks of labeled data that later act as an annotator decision. On the other hand, in the active model, unlabeled is passed to Inception-V3 using the sampling strategy. The uncorrected predicted samples are then forwarded to the proxy model for annotation and considered those data have a high confidence score. The empirical results verify that our proposed model is the best in terms of annotation and accuracy.

본 연구의 목적은 초·중·고 학교 수업의 혁신을 위해 외국에서 성과가 입증된 기술기반 액티브 러닝 (Technology-based Active Learning: TBAL) 교실을 국내 현실에 맞는 수업운영시스템으로 발전·개발하는 데 있 다. 이를 위하여 학생주도를 전면적으로 확대한 수업방식 도입, 학교수업의 성과증대 방법개발, 교사들의 수업준비 부담 경감, 평가방식 다변화 및 투명화를 통한 공정성 욕구 충족 등 네 가지 설계방향을 설정하였다. 본 수업운영 시스템은 메타인지 학습기술 배양을 주목적으로 모든 수업활동을 학습게임으로 편성, 다양한 학습조직 구성, 학습 과정을 일관된 학습포인트로 측정, 단계적 학습과 개방형 운영체제라는 특징이 있다. 본 연구에서 개발한 TBAL교 실 수업운영시스템을 학교 교실수업에 적용시킴으로써 학생들의 적극적인 학습활동 참여 동기를 유발하여 학습성 과를 높이고 나아가 교육당국에서 추진 중인 디지털 교육혁신 정책의 미비점을 보완할 수 있을 것으로 기대한다.

The purpose of this study is to develop the technology-based active learning(TBAL) classrooms, which have proved to be effective in school learning in advanced countries, into a class operation system suitable for the local environment in order to innovate classroom teaching in domestic K12 schools. To this end, four design directions were set: introduce a teaching method that is extensively student-led, develop methods to improve the performance of school classes, incorporate technologies to reduce the teacher’s preparation burden, satisfy the need for fairness through diversification and transparency of test processes. This system, purported to cultivate metacognitive learning skill has the following characteristics: organizes all class activities into learning activity games, supports various study organizational activities, measures the performance of all activities by a consistent learning point scale, and provides a step-by-step learning and open links with other systems. Applying the system developed in this study to school classrooms, we expect to motivate students to more actively engage in the classroom learning and help schools attain their mission as well as complement the shortcomings of the ‘digital education innovation,’ pursued by the education authorities.

딥러닝 모델 학습 시 충분하지 않은 데이터로 학습하는 경우 과적합이 발생할 수 있으며, 오탐지율이 높아질 수 있다. 이러한 문제점을 해결하기 위해 기존 데이터를 변환시키는 데이터 증식 방법과 딥러닝을 사용한 데이터 증식 방법에 대한 연구는 지속적으로 연구되어 왔다. 본 논문에서는 기존 데이터 증식 방법의 문제점을 해결하기 위해 객체 인식 기술과 유사도 측정 알고리즘을 활용한 이미지 데이터 증식 방법을 제안하였다. 실험 결과 기존 640개의 학습 데이터를 16,633개로 증식하였으며, 기존 데이터셋의 F1 Score 0.060을 0.852로 증가시켰다.

본 연구는 일본 소학교 학습지도요령에 나타난 액티브러닝 이용의 교육연극 현황을 고찰하는 것을 목적 으로 액티브러닝의 내용을 검토하고, 연극적 수법의 의의와 역할을 통해 교육연극으로의 활용 가능성을 중심으로 구성하였다. 고찰한 내용은 다음과 같다. 첫째, 액티브러닝은 학생의 능동적인 행동을 이끌어 내는 유인으로 작용하였다. 액티브러닝은 발표나 표현의 능동적 행동에 초점이 맞추어져 있다. 표현에 서 듣기를 수동적 행동으로 여기는 경우가 있는데 듣기의 행동은 능동성 없이는 성립되지 않는다. 능동 적인 듣기와 듣는 것이라는 수동적 방법의 관계를 체험적으로 학습한다는 것이다. 액티브러닝교육이 연 극적 수법으로 활용되기 위해서는 능동성과 수동성의 호혜적 측면에 초점을 맞추는 것이 중요하다는 것 이다. 이 균형은 연극적 수법을 극대화한다. 둘째, 액티브러닝에서 표현력은 서정적 표현이 중요하다. 표 현 속에 있는 타인에 대한 배려와 자신을 표현하는 것은 육성해야 자질로 중시되어 왔다. 그러나 액티브 러닝을 둘러싼 논의에서는 표현력을 서사적 표현과 서정적 표현으로 구별하여 후자를 육성하는 것을 경 시하였다. 이를 보완하는 차원에서 교육연극의 연극적 기법이 액티브러닝의 표현력 문제에 새로운 시점을 제공하고 있다.

The purpose of this study is to examine the current status of educational theater using active learning in Japanese elementary school curriculum guidelines. This study reviewed the contents of active learning, and was organized around the applicability of an educational theater through research of the significance and role of theatrical technique. The considerations are as follows. First, Active Learning became a factor in leading conative behaviors out of students. Active Learning focuses on conative attitudes in giving presentations and expressing one's opinion. 'Listening' is more than the passive act of receiving or hearing, although it is usually considered as a passive behavior. In other words, the relationship between the action of active listening and passive listening can be experienced. To utilize active learning education as dramatic methods, concentrating on reciprocity in both activity and passivity is important. This equilibrium maximizes the effectiveness of the dramatic methods. Second, the power of lyrical expression is important in Active Learning. Being considerate of others who are being mentioned in a certain context while expressing oneself at the same time has been considered as a quality to possess. However, in the current issues surrounding Active Learning, they divided expressiveness into descriptive expression and lyrical expression, and they undervalued the latter one. Therefore, utilizing the dramatic methods in educational dramas can be a breakthrough in the limits that Active Learning has for now.

본 연구는 능동학습을 위한 테크놀로지 활용 수업에 대하여 SELF 모형에 기반한 자기수업컨설팅 수행 과정의 특징과 자기수업컨설팅의 한계를 사례 연구를 통해 탐구하는 것이다. 연구 참여자는 대학영어 과목을 담당하는 한 명의 대학교원으로 SELF 모형의 4단계에 따라 자기수업컨설팅을 하였고, 사후 심층 면담에 참여하였다. 연구 결과, SELF 단계별로 ICAP-TS 자가 진단을 통한 문제인식(S단계), 체계적 분석 도구 적용을 통한 수업에 대한 객관적 이해(E단계), 데이터 비교를 통한 문제 선정과 분석의 한계(L단계), ICAP-SAMR 기반 수업 재설계의 어려움(F단계)이 특징으로 도출되었다. 자기수업컨설팅은 수업 분석 도구 의 적용과 데이터 비교를 통한 수업 분석 및 문제에 대한 객관적 이해가 효과로 인식되었으나 ICAP-SAMR을 통한 수업 재설계 에서 개념적 이해의 어려움 , 수업 및 데이터 분석의 주관적 편향 우려라는 한계가 나타났다. 사례연구를 통해 자기수업컨설팅을 위한 수업 분석 도구 및 능동학습 교수설계에 대한 사전 교육, AI 기반 수업 분석 시스템 개발의 필요성이 제언 및 교육적 함의로 논의되었다.

This study explores the characteristics and limitations of the self-instructional consultation process based on the SELF modelfor technology-enhanced active learning instruction through a case study. The participant, a university faculty member teaching College English, conducted self-instructional consultation following the four stages of the SELF model and participated in a subsequent in-depth interview. The findings identified distinct characteristics at each stage of the SELF process: S-stage: Problem recognition through ICAP-TS self-diagnosis, E-stage: Achieving an objective understanding of instruction by applying systematic analysis tools, L-stage: Limitations in problem selection and analysis during data comparison, F-stage: Difficulties in instructional redesign based on the ICAP-SAMR framework. While self-instructional consultation was perceived as effective for gaining an objective understanding of teaching and identifying problems through data-driven analysis, several limitations emerged. These included challenges in the conceptual understanding of the ICAP-SAMR model for instructional improvement and concerns regarding subjective bias in data analysis. Based on these results, this study discusses the necessity of preliminary training on instructional analysis tools and active learning design, as well as the development of AI-based instructional analysis systems, as key educational implications.