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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2017.12
- 수록면
- 269 - 297 (29page)
- DOI
- 10.37967/emh.2017.12.138.269
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초록· 키워드
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This paper examined how digital technology can be utilized in college classrooms by applying the concept of digital humanities. To this end, the researcher explained the instructional methodology and the actual progress of the lesson as concretely as possible, using my Classical Chinese character class at Yonsei University as a case study. The researcher has proposed three kinds of Classical Chinese learning methodology for the most effective class, which is the main premise for the class using the Wiki software, as follows. First, Classical Chinese characters are a combination of various shapes. Second, we should know the principle of meaning and sound. Third, the lessons are better-retained when a student learns Classical Chinese through a story.
Our class using the wiki software was carried out based on the above methodology, as follows. (1) A media wiki site was built on a separate server for this class, and students were informed of the site address and instructed to create an account. (2) On the main page of the site, there is a list of student accounts that have already been created by the researcher, who is an administrator. Students input their names and their slogans for the semester. (3) Students are taught basic Wiki syntax while decorating their pages. (4) The instructor teaches students how to do their homework, based on the story-making learning method mentioned above. (5) When the class starts, the Wiki site is displayed on the screen in front of the chalkboard, and students view the homework of the pre-selected students together. Next, the radical and the resource of the character are explained, and students put their content on their Wiki pages. At this time, the professor looks at the Wiki site, checks the notes of the students, and takes time to browse well-organized pages while displaying them on the screen.
Since I started using Wiki software in my Classical Chinese class, I feel that the concentration of students has increased significantly every semester. You may ask, “Why is it different from writing on paper?” But there are some important differences from an actual teaching perspective. First, while a student does not always have paper notebooks, his or her mobile phone is always on hand, making it quite convenient for students to be able to upload an assignment at anytime. Second, it is much faster to type on a computer than to write on paper, as physical fatigue is less of a factor. Third, as the class progresses, students are able to check the content in real time and give feedback to other students; a level of real-time communication that is impossible with paper notebooks.
The digital humanities methodology and the use of the Wiki software seem to have advantages, in many ways. We have also investigated how a similar approach could be applied to improve more advanced lessons.
Our class using the wiki software was carried out based on the above methodology, as follows. (1) A media wiki site was built on a separate server for this class, and students were informed of the site address and instructed to create an account. (2) On the main page of the site, there is a list of student accounts that have already been created by the researcher, who is an administrator. Students input their names and their slogans for the semester. (3) Students are taught basic Wiki syntax while decorating their pages. (4) The instructor teaches students how to do their homework, based on the story-making learning method mentioned above. (5) When the class starts, the Wiki site is displayed on the screen in front of the chalkboard, and students view the homework of the pre-selected students together. Next, the radical and the resource of the character are explained, and students put their content on their Wiki pages. At this time, the professor looks at the Wiki site, checks the notes of the students, and takes time to browse well-organized pages while displaying them on the screen.
Since I started using Wiki software in my Classical Chinese class, I feel that the concentration of students has increased significantly every semester. You may ask, “Why is it different from writing on paper?” But there are some important differences from an actual teaching perspective. First, while a student does not always have paper notebooks, his or her mobile phone is always on hand, making it quite convenient for students to be able to upload an assignment at anytime. Second, it is much faster to type on a computer than to write on paper, as physical fatigue is less of a factor. Third, as the class progresses, students are able to check the content in real time and give feedback to other students; a level of real-time communication that is impossible with paper notebooks.
The digital humanities methodology and the use of the Wiki software seem to have advantages, in many ways. We have also investigated how a similar approach could be applied to improve more advanced lessons.
목차
1. 머리말
2. 수업 설계: 한자 학습 방법론
3. 위키 소프트웨어를 활용한 한자 수업 사례
4. 수업 효과와 개선 방향 모색
5. 맺음말
참고문헌
Abstract
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