Oriented with the exploration on more effective and creative approaches to improving Korean speaking ability of those who major in Korean in China, this research is endeavoring to develop a Korean speaking teaching-learning design model using Flipped Learning based on media.
Prior to the researc...
Oriented with the exploration on more effective and creative approaches to improving Korean speaking ability of those who major in Korean in China, this research is endeavoring to develop a Korean speaking teaching-learning design model using Flipped Learning based on media.
Prior to the research, this study conducted a thorough review of the previous studies on Korean speaking education based on video as well as Flipped Learning. It is concluded that the Flipped Learning is feasible in the reform of Korean spoken language education in China. More than that, it is required that a more systematic strategy and model should be made for more effective Flipped Learning. Therefore, this study holds high developing Flipped Learning Korean speaking teaching-learning design model based on Microlecture in virtue of the new media commonly applied in China.
In Chapter 2, this study reviewed the theoretical backgrounds of Flipped Learning, including structuralism, Zone of proximal development(ZPD), Complete Learning Theory, E-learning, and Blended Learning. The following section was the summarization of the concept and features of Flipped Learning. Going forward, this study carried out examination and proposals on the principles of flipped-learning teaching-learning model on the basis of language educational advantages of media. In this regard, this study is especially oriented with ASSURE model, a renowned media-based model for teaching-learning to reconstruct Flipped Learning Korean speaking teaching-learning design from the perspective of the features of Flipped Learning.
In Chapter 3, firstly, assessed Korean speaking curricula in China’s universities via existing researches. Then, we selected nine universities as the research objectives, exploring how many times the classes were taught, what kind of teaching materials were used, and the present processes. Through this, we found out and summarised various limitations for Korean speaking classes, mean while suggesting Flipped Learning teaching model as a remedy. Next, we conducted a survey on 188 Korean major students, 19 instructors teaching Korean, and apprentice teachers, aiming to acquire their feeling and demands for Flipped Learning Korean speaking classes. The result revealed that they were all for their own part and fond of the method. In particular, this study consulted the instructors who are experienced in Flipped Learning for about difficulties, necessity, and composing factors of Korean speaking teaching-learning design model using Flipped Learning.
In Chapter 4, this study devised a draft model for Flipped Learning Korean speaking teaching-learning by reconstructing the ASSURE model. To verify its validity, this study conducted interviews on five experts in pedagogy, educational engineering and Korean language. While tracking their opinions, we were to enhance the validity of the model based on modification and complement. The final model, which thinks highly of the characteristics of Flipped Learning, was to emphasize the pre-class production and development of Microlecture.
Chapter 5 interprets two experiments on the real-class test by applying the final model derived. After selecting both general speaking class and group presentation class, this study persuaded them to participate in the experiment at B University in Weihai, Shandong Province in September and November in 2019. In accordance with the results, Flipped Learning Korean speaking class proved to be both effective and appropriate. Accordingly, it increases the speaking time of the learners and completes the learning method. In addition, the study put to priority the two types of Microlecture at the pre-class level. In this way, it is concluded that, compared to one produced only by the PC screen, a lot more effectiveness are found in the viewing effect of the Microlecture produced by the instructor filming directly in the classroom with some real-life Korean video added. The finding might further put forward a point to keep in mind while making Microlecture in the future, which helps develop and foster high quality online contents.
Therefore, the conclusion of this research is expressed as follows. Firstly, in light of multi-digital era, Flipped Learning Korean speaking teaching-learning model developed by introducing new media is of great significance in reforming Korean speaking education and developing new speaking classes in China. Secondly, the application of Microlecture in Korean speaking education can provide a practically effective teaching and learning strategy. Thirdly, learners filming themselves and evaluating them on single-person media based on the learned knowledge, can be of a great importance in realizing the ultimate goal of Korean speaking education. Fourthly, the innovative Microlecture proposed in this research has laid a solid foundation for the growth of MOOCs in the local Korean language education sector in China. As a consequence, it can expect higher-quality online resources.
However, throughout the whole one semester, this study did not finish the general-grading of students who took part in the Flipped Learning class, which leaves a remaining task to be finished. Also, designing, developing, and producing Microlecture with higher quality offers a direction to be continuously pursued for teaching Korean speaking. With this method, it is expected that more innovative and creative Flipped Learning Korean speaking classes will be applied in China. Thereby, we can develop more interesting and efficient speaking classes.
Oriented with the exploration on more effective and creative approaches to improving Korean speaking ability of those who major in Korean in China, this research is endeavoring to develop a Korean speaking teaching-learning design model using Flipped Learning based on media.
Prior to the research, this study conducted a thorough review of the previous studies on Korean speaking education based on video as well as Flipped Learning. It is concluded that the Flipped Learning is feasible in the reform of Korean spoken language education in China. More than that, it is required that a more systematic strategy and model should be made for more effective Flipped Learning. Therefore, this study holds high developing Flipped Learning Korean speaking teaching-learning design model based on Microlecture in virtue of the new media commonly applied in China.
In Chapter 2, this study reviewed the theoretical backgrounds of Flipped Learning, including structuralism, Zone of proximal development(ZPD), Complete Learning Theory, E-learning, and Blended Learning. The following section was the summarization of the concept and features of Flipped Learning. Going forward, this study carried out examination and proposals on the principles of flipped-learning teaching-learning model on the basis of language educational advantages of media. In this regard, this study is especially oriented with ASSURE model, a renowned media-based model for teaching-learning to reconstruct Flipped Learning Korean speaking teaching-learning design from the perspective of the features of Flipped Learning.
In Chapter 3, firstly, assessed Korean speaking curricula in China’s universities via existing researches. Then, we selected nine universities as the research objectives, exploring how many times the classes were taught, what kind of teaching materials were used, and the present processes. Through this, we found out and summarised various limitations for Korean speaking classes, mean while suggesting Flipped Learning teaching model as a remedy. Next, we conducted a survey on 188 Korean major students, 19 instructors teaching Korean, and apprentice teachers, aiming to acquire their feeling and demands for Flipped Learning Korean speaking classes. The result revealed that they were all for their own part and fond of the method. In particular, this study consulted the instructors who are experienced in Flipped Learning for about difficulties, necessity, and composing factors of Korean speaking teaching-learning design model using Flipped Learning.
In Chapter 4, this study devised a draft model for Flipped Learning Korean speaking teaching-learning by reconstructing the ASSURE model. To verify its validity, this study conducted interviews on five experts in pedagogy, educational engineering and Korean language. While tracking their opinions, we were to enhance the validity of the model based on modification and complement. The final model, which thinks highly of the characteristics of Flipped Learning, was to emphasize the pre-class production and development of Microlecture.
Chapter 5 interprets two experiments on the real-class test by applying the final model derived. After selecting both general speaking class and group presentation class, this study persuaded them to participate in the experiment at B University in Weihai, Shandong Province in September and November in 2019. In accordance with the results, Flipped Learning Korean speaking class proved to be both effective and appropriate. Accordingly, it increases the speaking time of the learners and completes the learning method. In addition, the study put to priority the two types of Microlecture at the pre-class level. In this way, it is concluded that, compared to one produced only by the PC screen, a lot more effectiveness are found in the viewing effect of the Microlecture produced by the instructor filming directly in the classroom with some real-life Korean video added. The finding might further put forward a point to keep in mind while making Microlecture in the future, which helps develop and foster high quality online contents.
Therefore, the conclusion of this research is expressed as follows. Firstly, in light of multi-digital era, Flipped Learning Korean speaking teaching-learning model developed by introducing new media is of great significance in reforming Korean speaking education and developing new speaking classes in China. Secondly, the application of Microlecture in Korean speaking education can provide a practically effective teaching and learning strategy. Thirdly, learners filming themselves and evaluating them on single-person media based on the learned knowledge, can be of a great importance in realizing the ultimate goal of Korean speaking education. Fourthly, the innovative Microlecture proposed in this research has laid a solid foundation for the growth of MOOCs in the local Korean language education sector in China. As a consequence, it can expect higher-quality online resources.
However, throughout the whole one semester, this study did not finish the general-grading of students who took part in the Flipped Learning class, which leaves a remaining task to be finished. Also, designing, developing, and producing Microlecture with higher quality offers a direction to be continuously pursued for teaching Korean speaking. With this method, it is expected that more innovative and creative Flipped Learning Korean speaking classes will be applied in China. Thereby, we can develop more interesting and efficient speaking classes.
주제어
#Korean speaking education, Flipped Learning, Teaching-learning design model, Curriculum of Chinese University, Microlecture
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