문제중심학습을 적용한 중국고전시가 수업모형 개발 = he Development of the Class Model of Chinese Classical Poetry using Problem-Based Learning

다국어 초록 (Multilingual Abstract)

In this study, the problem-based learning(PBL) instructional model of Chinese classical poetry was reviewed. PBL is a teaching and learning method designed so that students no longer focus on finding answers. Therefore, it emphasizes the process of solving unstructured problems that reflect the realistic context. The "ubiquity of knowledge" is the most changed educational environment in the era of digital transformation. The transfer of fixed knowledge can no longer be seen as a mastery of university education. Along with the change in the educational paradigm, the instructor's mission is now moving toward cultivating the ability of learners to construct knowledge on their own.
However, as with all methodologies, theory alone does not solve all practical problems. It is necessary to improve the practical educational effect by examining all three elements of the class: instructor, learner, and educational content. The educational goal of "Chinese Classical Poetry 1" was placed on the general point of view of literary education such as cultivation of creativity, imagination, and expression. In order to find out which class model would be good when applying PBL, I meta-analyzed my own class site over three semesters. Four types of unstructured 'problems' to be presented to learners were selected: presentation of appreciation of the work, writing a book report, group discussion, and group performance. And we looked at the learner's results for this type. Overall, it is evaluated that the PBL instructional model has led to significant development in terms of motivation and achievement improvement in learning "Chinese Classical Poetry 1".
The instructor's subjective impression of the effect of the instructional model is not enough. Therefore, a questionnaire consisting of 18 questions was distributed to 99 students and the results were analyzed. The learner's satisfaction with the PBL questionnaire model was generally excellent, so the possibility of this model could be highly evaluated. The "professionality," "difficulty level," and "group composition," which had somewhat low scores, were reviewed how to supplement the problems. Through the analysis of the results of the 4 multiple choice, it was possible to confirm the preference for group performance and group discussion. However, I still think the importance of personal learning should not be overlooked. In the analysis of the results of the descriptive question, the factors that students had difficulty or needed more support in the PBL class model were identified. Students asked for more attention to "time arrangement," "difficulty adjustment," and "providing examples and feedback." In addition, it was found that 'preparing objective evaluation standards' is also important. Referring to the analysis results as described above, it is expected that a better PBL class model can be designed.
In short, I think PBL can be an attempt to establish the status of literary education more actively. What abilities should the 'human resources with humanities' that our era needs along with the right personality? Through the development of a teaching model using PBL, I hope that the class of Chinese classical poetry will be an example of how education performs such humanities' responsibilities.

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