학습자 중심 교실 활동을 접목한 교육대학원 영문학 수업 사례

• 영문명: English Literature Course Integrated with Learner-centered Classroom Activities in a Graduate School of Education
• 발행기관: 한국영미문학교육학회
• 저자명: 김영미(Youngmee Kim)
• 간행물 정보: 『영미문학교육』영미문학교육 제21집 1호, 53~82쪽, 전체 30쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2017.03.30

영문 초록

This study introduces an English literature course integrated with learner-centered classroom activities in a graduate school of education and to evaluate it by students’ feedbacks and my course reflections. English literature courses in Korea for undergraduates or graduate students are usually designed by lecture or seminar (discussion) style teaching. Students, however, often have difficulty showing their personal responses to the English literature text through discussion due to various reasons such as EFL context or lack of discussion experience, which leads to students’ lack of confidence creating a bit depressed atmosphere in the classroom. That’s why I attempted to use learner-centered classroom activities in the English literature course. As is widely known, classroom activities have many advantages; channeling reader’s personal responses to various expressional forms, engaging readers to learn the process of analysing text and inducing their responses, and encouraging them to value their learner-centered learning experience by accomplishing tasks by themselves. My students were pre-service English teachers in a graduate school of education in Gyeonggi province, so the course objectives were both to read texts for fun as a learner and to find educational implications through classroom activities as a teacher. Although I tried to keep the balance among lecture, discussion, and classroom activities, this paper mainly describes the process and reflections involved in classroom activities.

목차

1. 들어가며

2. 이론적 배경

3. 수업 개요

4. 교실 활동 기술

5. 교실 활동의 결과

6. 나가며

키워드

교실 활동 학습자 중심 독자반응비평 학습자의 개별 반응 상호작용이 풍부한 교실 Classroom Activities Leaner-centered Reader-response Theory Personal Response Interactive Classroom