Earticle

Social constructionists stress that an interaction with others in a social environment is essential to construct knowledge and learning is a product of collaborative activities rather than individual efforts. On the basis of the theoretical framework, nine students in my translation class were divided into three groups of three students and asked to conduct a "group translation" activity. The students have engaged themselves to various group activities in the translation process. They have worked closely together doing research, analysing a source text, identifying translation problems, discussing translation strategies, and making revisions. After a semester-long activity of team translation, a survey was carried out to examine the students' evaluation of the activity as well as the effects of collaborative learning on students' translation competence.

학습자가 학습자 중심 수업을 경험했을 때, 학습자는 수학 지식을 개념적으로 이해 할 수 있을 것으로 기대된다. 또한, 개념적으로 이해를 한 학습자는 자신들이 접하지 않았던 새로운 문제도 해결할 수 있을 것으로 기대된다. 본 연구는 이를 알아보기 위해서, 학습자 중심 수학 수업을 받은 1학년 학생들이 수학 지식을 개념적으로 이해했으면 이를 바탕으로 학습하지 않은 지식도 해결할 수 있을 것이라는 가정을 검증하였다. 연구 결과에 따르면, 대부분의 어린이들은 이들에게 주어진 문제(7+52+186)을 해결하는데 필요한 논리를 구성하였다. 이런 사실로부터, 다음과 같은 결론을 내릴 수 있다. 첫 번째, 학습자가 1학년 학생이라고 하더라도, 이들은 수학지식을 추상적으로 구성할 수 있다. 두 번째, 이들은 자신들이 구성한 지식을 새로운 문제에 적용할 수 있다. 세 번째, 결과적으로 이들은 학업성취도 검사에서 좋은 결과를 낼 수 있다.

Learners who have taken learner-centered instruction is expected to construct conceptually mathematical knowledge which is. If so, they can have some ability to solve problems they are confronted with in the first time. To know this, First graders who have been in learner-centered instruction during 1 school year was given 7+52+186 which usually appears in the national curriculum for 3rd grade. According to the results, most of them have constructed the logic necessary to solve the given problem to them, and actually solve it. From this, it can be concluded that first, even though learners are 1st graders they can construct mathematical knowledge abstractly, second, they can apply it to the new problem, and third consequently they can got a good score in a achievement test.

본 연구는 학습자 중심 교수가 청소년의 학교생활만족에 미치는 영향을 확인하고, 학습자 중심 교수와 학교생활만족 간의 관계에서 자기효능감과 수업태도의 매개효과를 검증하여 청소년의 학교생활만족을 높이기 위한 개입방안을 모색하고자 한다. 이를 위해 본 연구는 경기도교육연구원에서 수집한 경기교육종단연구(Gyeonggi Education Panel Study) 초등패널 7차년도(2018년)의 데이터를 활용하였으며 최종 연구 대상은 고등학생 5,202명이다. 연구 결과는 다음과 같다. 첫째, 학습자 중심 교수는 청소년의 학교생활만족에 직접적으로 영향을 미치는 것으로 나타났다. 둘째, 학습자 중심 교수와 학교생활만족의 관계에서 자기효능감과 수업태도는각각 부분매개효과를 가지는 것으로 확인되었다. 본 연구를 통해 고등학생의 학교생활만족을높이기 위해서 학습자 중심 교수와 더불어 자기효능감과 수업태도가 학교생활만족으로 연결되는 다양한 기제를 파악해야 할 필요성을 확인하였으며 청소년의 학교생활만족도 향상을 위한 사회복지 실천적, 정책적 함의를 논의하였다

This study aims to identify the impact of learner-centered teaching on adolescents' school life satisfaction and to explore interventions to increase adolescents' school life satisfaction by verifying the mediating effects of self-efficacy and classroom attitudes on the relationship between learner-centered teaching and school life satisfaction. To this end, this study utilized data from the seventh year (2018) of the elementary panel of the Gyeonggi Education Panel Study collected by the Gyeonggi Education Research Institute, and the final sample size was 5,202 high school students. The findings of the study are as follows First, learner-centered teaching has a direct effect on adolescents' school life satisfaction; second, self-efficacy and classroom attitudes have partial mediating effects on the relationship between learner-centered teaching and school life satisfaction. This study confirms the need to identify various mechanisms through which self-efficacy and classroom attitudes, along with learner-centered teaching, lead to school life satisfaction to increase high school students' school life satisfaction, and discusses practical and policy implications for improving school life satisfaction.

This study reports the effect of portfolio assessment in a Tourism English class at a university in Kyeonggi province. The class was learner-centered and included various CLT/L (Communicative Language Teaching/Learning) activities such as small group discussions, paired conversation activities, and individual and group presentations. The portfolio assessment was part of the class evaluation and 33 portfolios were analyzed. The analysis of students’ portfolios shows that many students saw their learning as a process. It also shows the kinds of activities the students considered most valuable and interesting. The students expressed that they were aware of the improvement in their English proficiency, attitude and confidence, and career goals in tourism. Among many of the learner-centered activities, the oral presentations were major activities for the class throughout the semester. The students were asked to include in the portfolio the evaluation forms from two oral presentations that were performed in the class along with their writings of the presentation scripts. The portfolio assessment was beneficial to both the instructor and the students, and it is suggested that Tourism English classes implement portfolio assessment more regularly.

This study introduces an English literature course integrated with learner-centered classroom activities in a graduate school of education and to evaluate it by students’ feedbacks and my course reflections. English literature courses in Korea for undergraduates or graduate students are usually designed by lecture or seminar (discussion) style teaching. Students, however, often have difficulty showing their personal responses to the English literature text through discussion due to various reasons such as EFL context or lack of discussion experience, which leads to students’ lack of confidence creating a bit depressed atmosphere in the classroom. That’s why I attempted to use learner-centered classroom activities in the English literature course. As is widely known, classroom activities have many advantages; channeling reader’s personal responses to various expressional forms, engaging readers to learn the process of analysing text and inducing their responses, and encouraging them to value their learner-centered learning experience by accomplishing tasks by themselves. My students were pre-service English teachers in a graduate school of education in Gyeonggi province, so the course objectives were both to read texts for fun as a learner and to find educational implications through classroom activities as a teacher. Although I tried to keep the balance among lecture, discussion, and classroom activities, this paper mainly describes the process and reflections involved in classroom activities. Overall, students showed positive reponses to classroom activities; they testified that interactive communication on their ideas and feelings helped them understand themselves and others more deeply, and also found classroom activities as useful teaching resources for English classes in secondary school.

교육의 효과를 높이기 위해서는 학생들이 수업에 능동적으로 참여하는 것이 중요하다. 본 연구는 과 학 수업 시간에 학습자의 수업 참여도에 영향을 미치는 주된 요인 가운데 하나로 교과서를 꼽고, 현행 과학 교과서가 학생들의 수업 참여를 촉진시키기 위한 도구로서 어떠한 문제점이 있는지 파악한 뒤 개선 방안을 모색하고자 실시되었다. 학습자 중심 수업 운영을 위해 과학 교과서가 갖추어야 할 요건과 현재 과학 교과서가 가진 문제점을 알아보기 위한 설문지를 제작하고 초, 중학교 과학교사 99명과 학생 821명을 대상으로 설문조사를 실시하였다. 설문 결과 학생들은 현재 과학 교과서의 문제점으로 설명이 부족하고, 어려운 단어가 많으며, 문장이 복잡하여 이해하기 어렵고, 재미가 없다 등을 꼽았고, 과학 교사들은 학습 분량이 많고, 지식 중심으로 기술되어 있으며, 실생활 연계가 부족하고, 스토리가 없는 등의 문제점을 꼽았다. 결론적으로 학습자 참여를 활성화하기 위해서 과학 교과서가 개선되어야 할 점으로 일상생활과의 연계를 강화하고, 학생 활동을 늘이며, 학생들의 수준에 맞는 단어나 문장을 구사하고, 스토리를 강화하고, 학생들이 자신들의 이해 정도를 확인할 수 있는 기회를 충분히 제공할 것을 제안하였다.

It is important for student to participate in classroom actively in order to raise effeciveness of education. In this study, we have considered the science textbooks as major factor which influence to participation in the science class, and aimed to find the problems of current sicence textbooks as tool to promote students’ participation, and the improvement method. The questionnaire which include the questions to ask requirements for and problems of science textbooks for learner-centered instruction was developed, and then 99 science teachers and 821 students answered the questionnaire. As a result, students responded that current science textbooks lacked explanation, had many of difficult words and complex sentences, and were uninteresting. Teachers responded that current science textbooks had large in quantity, were written knowledge centered, and lacked of link with real life, and of story. To conclude, science textbooks revitalizing the students’ participation had to strengthen the link with real life, increase students’ activities, use words and sentences appropriate level for students, strengthen storyline, and provide sufficient chances to check the students’ understanding by themselves.

이 연구는 최근 새로운 학습자 중심 교수법으로 회자되고 있는 거꾸로교실을 활용하여 특정한 교과를 넘어 모든 교과수업과정에서 적용이 가능한 다문화교육방법을 공평교수법을 중심으로 탐색한 것이다. 거꾸로교실(flipped classroom)은 교육 테크놀러지의 도움을 받아 고전적인 수업형식을 뒤집은 교육혁신 모델로서 집에서 미리 강의를 듣고 교실수업에서는 학생들이 스스로 문제를 해결하는 과정을 통해 수업구조, 교실 공간 배치, 학생과의 상호작용, 교사역할에서 전통적인 교실수업과는 다른 수업으로 변화시키는 수업방식이다. 이러한 거꾸로교실의 특성은 개별화된 수업과 활발한 학생 간 상호작용을 통해 다양한 배경의 학생들을 배려하면서 모든 학생들의 공평한 성장을 촉진하고 다문화 감수성을 함양하는 수업을 할 수 있는 잠재적 가능성을 지니고 있다. 따라서 이 연구는 거꾸로교실이 왜 공평교수법을 실현할 수 있는 효과적인 수업방식이 될 수 있는지 그리고 어떻게 범교과 교실 수업에서 거꾸로교실을 활용하여 다문화교육의 이상과 목표에 도달하면서 공평교수법을 구체적으로 실현할 수 있는지를 탐색하였다. 연구결과를 정리하면 다음과 같다. 먼저, 거꾸로교실을 활용하는 교실수업은 특정한 내용중심으로 이루어져 왔던 다문화교육을 모든 교과에 일상적으로 실현할 수 있는 가능성을 열어주고 있다. 둘째, 거꾸로교실을 활용한 다문화교육은 이주배경 학생들을 낙인화하지 않고 일반적인 교실상황에서 이들의 학업적성취와 자기권능화를 도울 수 있는 길을 열어주고 있다. 마지막으로 거꾸로교실은 잠재적 교육과정에 의해 모든 학생들의 다문화 감수성을 기르는 다문화교육의 이상을 실현시켜주는 수업을 가능하게 해주고 있다.

This study is to investigate how to employ the flipped classroom, which is new teaching method as a learner-centered education, for multicultural education in the ordinary classroom focusing on the equal education. Flipped classroom, as an educational reform, is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing. Therefore, flipped classroom gives the possibility to raise students' multicultural sensitivity by more personalized guidance for students with divers backgrounds and abilities and by more active interaction among students. This study deals with why flipped classroom might be more useful teaching method for equal pedagogy and how to organize class to attain the goal of the multicultural education by employing flipped classroom. By doing so, I discussed how to introduce the flipped classroom at the ordinary class for equal pedagogy. The findings of this study are as follows: First, Flipped classroom provides a possibility to execute multicultural education in ordinary class all over the curriculum. Second, multicultural education via flipped classroom makes possible migrant children accomplish accademic success and self-empowerment. Lastly, flipped classroom actualize the ideal of multicultural education to raise multicultural sensitivity for all students by hidden curriculum.

The study reviewed the meaning of learner-centered education and the importance of grammar education in order to suggest learner-centered grammar teaching-learning methods. Also, it emphasizes learner-focused grammar teaching-learning that includes knowledge and activities, considering that smooth grammar educational activities can be conducted after acquiring relevant knowledge. It is required to develop countermeasures against realistic matters such as the number of classes and class hours to apply learner-centered grammar teaching-learning to the schools. As such, grammar teaching-learning using flipped classroom was suggested. In the system of flipped classroom, the order and venue of education and students’ activities are opposite to the existing system. Therefore, activities by students can be more emphasized in the classroom, which enables individual learning, complete learning and repetitive learning, and helps interactions and cooperation between teachers and learners, and among learners. In order to present flipped classroom for the schools in detail and explore its feasibility, the learning system was applied to ‘grammar teaching-learning methods using learner-generated texts’ by Soo-jeong Kim (2015). Learner-centered grammar teaching-learning utilizing flipped classroom is expected to overcome the existing teaching-learning methods that are limited to delivering knowledge and attract students’ attention through various activities. With grammar teaching-learning using flipped classroom, learners can pay more attention to grammar themselves and explore the principle of Korean. The study is expected to realize genuine learner-focused grammar teaching-learning.

이 연구는 최근 학습자중심교육을 효율적으로 실현함으로써 새로운 미래형 수업으로 주목받고 있는 거꾸로교실(Flipped classroom)이 역량교육에 주는 함의를 탐색하고자 하는 목적에서 이루어졌다. 이를 위해 거꾸로교실 수업을 직접 실행한 교사들과 거꾸로교실 수업을 경험한 학생들을 자녀로 둔 학부모들을 면담하여 관찰자적 시점에서 거꾸로교실 수업이 어떻게 학생들의 역량 발현으로 드러나는지를 분석하였다. 연구결과 교사들과 학부모들의 내러티브에 드러난 학생들의 주요한 역량발현은 1) 비판적 사고와 창의적 역량: 질문하고 생각하는 아이들 2) 관계맺기(협업)능력: 함께 공부하고 성장하는 아이들 3) 의사소통역량: 공감과 의사표현을 하는 아이들 4) 자기주도성: 스스로 기획하고 실행하려는 아이들로 범주화할 수 있었다. 이러한 연구결과에 기반하여 거꾸로교실이 학습자 중심 역량교육에 주는 시사점을 한국교육문화와 연관하여 탐색하였다.

The purpose of this study is to explore the implications of the flipped classroom, which is attracting attention as a new class by realizing learner-centered education in the classroom, to competency-based education. For this purpose, I interviewed parents who have children who have experienced flipped classrooms and teachers who directly conducted the flipped classroom, and analyzed how flipped classrooms are revealed as students' competencies at the observer point of view. The results of this study show that the students' major competency manifested in the narratives of teachers and parents is as follows: 1) Critical thinking and creativity: Children who ask and think 2) Ability to collaborate: Children who study and grow together 3) Communication: Children who express their idea and feeling 4) Self-initiative: Children who want to plan and implement themselves. Based on the results of this research, I have explored the implications of flipped classroom for effective education of learner-centered education on competency education in relation to Korean education culture.