플립러닝의 전략으로써 질문중심 수업에 대한 예비교사의 경험 = Preservice teachers’ experiences in question-centered class as a flipped learning strategy

국문 초록 (Abstract)

본 연구는 플립러닝의 전략의 질문중심 수업 과정과 플립러닝 수업에 대한 예비교사의 경험을 탐구하고자 하였다. 이를 위해 질문중심 수업을 경험한 B 대학 2학년 2인을 대상으로 하였다. 자료는 2018년8월 22일부터 12월 7일까지 수업 자료를, 2019년 1월 15일부터 8월 25까지는 서술식질문지와 면담을 통해자료를 수집하였다. 연구 결과, 질문중심 수업 과정은 1) 질문 나누기, 2) 질문 해결하기(자체 해결하기-미해결문제는 교수에게 바통 넘기기-공유하며 해결하기), 3) 총정리하는 교수의 시간으로 이루어졌다. 예비교사는플립러닝의 수업을 통해 1) 플립러닝의 전략으로써 학습 노트, 2) 사고를 촉진하는 교수의 질문, 3) 경청과수용으로 조력하는 교수를 경험하였다. 본 연구는 학습자 중심의 수업이 교수뿐만 아니라 학습자도 원한다는것임을 알 수 있었다. 이는 학습자들이 본연의 능동적이고 주체적인 학습을 요구하는 것이므로 대학 수업에서학습 주체를 학습자에게 이양해야 함을 시사한다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore the process of question-based instruction as one of flipped learning strategies and preservice teachers’ experiences of the flipped learning class. The subjects of the study were two second-year students of B University who had participated in the class. Data from narrative questionnaires were collected from August 22 to December 7, 2018, and the data from interviews were collected from January 15 to August 25, 2019. The results of the study showed that the process of question-centered class consisted of 1) sharing questions, 2) solving questions, and 3) summarizing. The experiences of preservice teachers in the class included 1) taking notes as a flipped learning strategy, 2) being asked questions from the instructor that actively promotes thinking, and 3) the instructor’s careful listening to and acceptance of students. The study found that both the instructor and learning students desired the learner-centered class, implying that students have active agency in their learning thus, initiation should be given more toward learners in college teaching and learning environments.

목차 (Table of Contents)

• Ⅰ. 서론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논의 및 제언

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