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NTIS 바로가기한국산학기술학회논문지 = Journal of the Korea Academia-Industrial cooperation Society, v.20 no.12, 2019년, pp.780 - 788
이순덕 (남부대학교 초등특수교육과) , 전희정 (광주여자대학교 상담심리학과)
This study is intended to analyze flipped classroom learning activities, which have recently been spotlighted as a learner-centered teaching method in universities, from the perspective of cultural and historical activity theory. A survey and some participation observations were conducted with one p...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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플립러닝은 무엇인가? | 플립러닝은 온라인과 오프라인을 연계시키는 블렌디드 러닝(blended learning)의 한 형태로, 전통적인 교수-학습 순서를 거꾸로 바꾸어서 진행하는 수업모형이다. 즉, 교수자가 사전에 제공하는 온라인 콘텐츠를 학습자들이 수업 전에 학습하고 수업 시간에는 토론이나 팀 활동으로 수업을 진행한다[2-5]. | |
활동 이론 관점으로 플립러닝을 분석하는 이유는 무엇인가? | 본 연구에서는 학습자 핵심 역량 배양에 기여하는 혁신적 수업방법으로 주목받는 플립러닝 수업활동을 활동 이론 관점에서 분석하고자 한다. 활동이론을 통해 플립러닝 수업활동을 분석하려는 이유는 첫째, 플립러닝 수업활동과 그 활동을 구성하는 여러 요소들 사이의 역동성을 자세히 살필 수 있는 효과적인 틀이 되기 때문이다. 둘째, 한 학기 동안 진행된 플립러닝 수업에는 사회문화적인 맥락과 함께 시간적인 요소가 포함되기 때문이다. 셋째, 수업과 관련된 여러 가지 상황적인 요소를 반영할 수 있는 분석 단위와 틀로 활동 단위와 활동체제가 유용하게 작용하기 때문이다. 따라서 본 연구에서는 인간의 활동을 둘러싼 활동체제와 모순을 분석하는 활동이론의 관점에서 플립러닝 수업활동을 분석하고, 보다 발전적인 플립러닝 수업활동 체제를 위한 시사점들을 제안하고자 한다. | |
활동이론은 어떠한 분석 틀로 사용 가능한가? | 활동이론은 활동 개념을 통해 학습이 일어나는 사회문화적 과정을 체계적으로 설명하며, 인간학습의 과정을 사회문화적인 관점에서 끊임없이 변화한다고 가정한다. 활동이론은 복합적이고 다각적인 교육현상을 활동 체제의 구성요소와 이들 간의 상호작용, 매개되는 도구 등을 중심으로 분석하는데 유용한 분석 틀로 사용할 수 있다[8]. |
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