플립 러닝(Flipped Learning)을 활용한 토론 교육 방안 연구

Abstract

This study seeks to find ways to improve debate skills using flipped learning. Learners of Korean for Academic Purpose (KAP) are required to go through more extensive steps in order to debate in Korean compared to the native speakers of Korean for they need logical and linguistic abilities along with comprehension. Therefore, a flipped learning-based lesson plan, which is a more learner-centered approach, is proposed to aid the learners. For step-by-step learning of debate skills, the learners preview the lesson and hold a discussion in class with the instructor for any questions or difficulties they have encountered. The education model consists of ‘pre-class activity’, ‘in-class activity’, and ‘after-class activity’. Pre-class activity is comprised of online provision of information on the topic and video lectures about expressions and structure. The learners then compose a rhetorical writing stating their stance on the topic. In-class activity is comprised of questions and answers component to confirm their level of understanding. The learners holding the same opinion are grouped together to have a discussion to better prepare for the debate, which is followed by the actual debate. After the debate, the instructor provides feedback and evaluation of the learners’ performance. After-class activity is comprised of the revision of their rhetorical writing based on the newly acquired information or perspectives. Finally, a practical example of a lesson that is based on flipped learning is proposed in order to realize such education model in an actual classroom.