Self-Reflection Note를 이용한 교수학습법

국문 초록 (Abstract)

수업시간에 배운 내용을 강의노트를 보면서 다시 상기하는 공부. 그나마 시험출제 가능성이 있어 보이는 내용에 대해서만 기계적으로 암기하는 공부. 학생들이 공부라고 알고 있는 이런 모습의 공부는 결코 참 공부라고 할 수 없다. 더구나, 학생들은 이러한 공부조차도 평소에 하지 않고 시험을 앞두고서야 하게 된다. 대부분의 교수자는 학생들이 의미를 새기는 진정한 공부를 평소에 꾸준히 하도록 하기 위해 퀴즈나 상담 또는 숙제를 고려한다. 그러나 이 전통적인 방법들은 그 효과는 미미하면서도 교수자가 지게 되는 업무부담은 적지 않다. 우리는 이 난제를 해결하고자 "Self-Reflection Note"라는 교수학습법을 고안하고 지난 몇 년 동안 수업에 활용하여왔다. 학생들은 매주 이 노트를 작성해서 제출해야 하므로 평소 공부를 하게 된다. 또한, 강의노트나 교재의 내용을 암기하는 것이 아니라, 공부내용에 대한 자신의 이해나 의문을 자기언어로 설명하기 때문에 저절로 의미를 따지고 새기는 공부를 하게 된다. 교수자는 학생의 이해/오해/의문을 관찰하고 적절한 피드백을 줄 수 있게 된다. "Self-Reflection Note"를 이용하면, 퀴즈/상담/숙제로 해결할 수 없던 난제를 해결할 수 있으면서도, 이를 운영하기 위한 교수자의 업무부담은 일주일에 한 시간 정도밖에 되지 않는다. 본 논문은 이 새 교수학습법의 교육적 효과와 운용경험에 관해 상세히 기술한다.

다국어 초록 (Multilingual Abstract)

Most students take a surface approach to learning: they just try to recall and remember the lecture material in anticipation of test questions they believe they would be asked. More worse, such a minimal and wrong effort is only being made just during the exam period. Teachers want to make their students take a deep approach to learning, trying to make meaning of what they learned, not just for the exam period, but on a regular and steady basis. Most teachers consider quizzes/interview/homeworks to get to grips with this problem. These alternatives, however, usually turn out to be of little use in spite of the attendant heavy load for teachers. We devised a new teaching and learning tool, “Self-Reflection Note”, to solve the problem, which has been used in our lectures for several years. This note is a sort of students’ report about what they studied and learned on their own. The students are required to turn in the note every week, thereby studying the subect on a regular basis. They are expected to explain what they learned using their own language, consequently getting to take a deep approach to their learning. Teachers are able to monitor the students’ understanding/misunderstanding/confusion/failures, and give a pertinent feedback to the students. Using “Self-Reflection Note”, we have solved the problems for which the traditional alternatives were not that successful. Furthermore, the required time load of teachers is just about an hour per week for each course. This paper describes the educational effects of this novel tool as well as our experience of using it in our courses.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. Reflection
• Ⅲ. SRN의 구성과 운용
• Ⅳ. 문헌적 고찰
• V. SRN 운용에서 주의할 점
• Ⅵ. SRN 운용의 실제 효과
• Ⅶ. 결론
• 참고문헌
• Abstract

참고문헌 (Reference)

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