플립 러닝(Flipped Learning)과 비주얼씽킹(Visual Thinking) 기법을 활용한 고등학교 한국사 수업 모형 연구

Abstract

The distortion of history in other countries is getting worse. Therefore, the importance of history education is highlighted in Korea. In order to solve this problem, the Ministry of Education is making various efforts such as presenting ways of strengthening the history education. It is essential to take Korean History to the scholastic aptitude test for university admission in Korea. However, while the importance of Korean history education is constantly increasing, it is constantly being raised that there are many problems in teaching Korea History. Because it is the subject which needs to teach a lot of contents within short time, there is no way to avoid teacher-centered class. As a result, students are not interested in teacher-centered class. Also, the flow of education in the classes is turning more to 'Learner-Centered Education'. This study presents an instructional model for Korean History using Flipped Learning and Visual Thinking in order to improve the class participation and satisfaction. It is the model in which Visual Learning is introduced to the main learning in the overall teaching frame called Flipped Learning. The reason for using these two teaching skills is the effectiveness. Those have something in common. First, those are Learner-Centered education. Secondly, those are able to develop learning interest, creativity and historical thinking. In order to verify these effects, this study floats the idea of above teaching model. However, majority of teachers think that flip learning is an effective teaching method, but they are having difficulty in applying it at school. The most important reason is that it takes too much time and technical burden to prepare a Flipped Learning class. As an alternative to this, various ways have been suggested to solve the time and technical problems what teachers have. It is free from the production of videos before class. In addition, the study proposed ways to effectively apply Flipped Learning and Visual Thinking in the classes. There are the examples of the online learning before the class and offline learning using this model: learning contents out of the textbook such as finding errors in the textbook, reevaluation textbook such as Donghak peasantry movement. The topics presented here are only one example. The model can be applied to the whole range of history education. It can be used diversity topics. The research results about Flipped Learning and Visual Thinking applied to history education are insufficient. However, through the study is more meaningful that flip learning research in history education has become more active, and suggests a new method of Learner-Centered education in accordance with current flow of education.