PBL 모형 기반 문학 작품 재구성 교수-학습의 가능성 모색

초록

The operation of work reconstruction teaching-learning based on PBL is the result of strategies to effectively achieve achievement standards such as “Reading the work [12Literature02-05] and reconstructing it from various perspectives or creating it from a subjective perspective.” Since reconstruction is both an acceptance activity and a production activity at the same time, in teaching-learning operated under this achievement standard, how to maintain the student’s learning motivation in a long breath from acceptance of work to production of reconstruction results becomes important. Therefore, it is necessary to actively seek participation-oriented teaching-learning methods based on student self-directedness. At this time, the teaching-learning model suitable for reference is PBL. In PBL, problems are not for the purpose of confirming learning results, but for the purpose of driving learning, and the leader of problem-solving is the student and the teacher is the assistant of problem-solving. PBL induces self-directed participation of students by creating a cycle in which learning leads to problem solving and problem solving leads to learning. Since it is usually a textbook that mediates teaching-learning, learning activities related to reconstruction of works in high school literature textbooks were reviewed, and PBL was asked to be summoned. In the case of inducing a student to participate more self-directedly during reconstruction activities, the teacher needs to demonstrate his teaching expertise, which means that PBL can be summoned as part of this. To present specific examples of PBL-based work reconstruction teachinglearning Kim So-wol’s poem, <Azalea Flower> was used as a sanction to design work reconstruction activities, and this was actually conducted in a literature class at a high school in Chungcheongnam-do. And significantly observed student responses were introduced. In the future, PBL is optimistic that it will be flexibly recalled not only in teaching-learning of reconstruction of works, but also in other teaching-learning that emphasizes student self-directedness.

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