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1 1)2) 1

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4 4 수업전활동 수업중활동 수업후활동

5 5 년도 / 학기 학수번호 교과목명 교강사명 개요 / 진행

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9 9 인적사항응답자수 ( 명 ) 구성비인적사항응답자수 ( 명 ) 구성비

10 10 자체평가에따른잘한점 자체평가에따른아쉬운점 자체평가에따른잘한점 자체평가에따른아쉬운점 자체평가중잘한점 자체평가중미비점 자체평가중잘한점 자체평가중미비점

11 11 자체평가에따른잘한점 자체평가에따른아쉬운점 자체평가중잘한점 자체평가중미비점

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14 시간이상 4-6 시간 2-4 시간 2 시간모름 A B C D E 듣기필기직접실행요약문제풀이

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19 19 Flipped Learning teaching model design and application for the University's "Linear Algebra" Kyung-Eun Park Department of Mathematics Education, Sungkyunkwan University, Sungkyunkwan-ro 25-2, Jongno-gu, Seoul , Korea postmedu@skku.edu Sang-Gu Lee Department of Mathematics, Sungkyunkwan University, Suwon , Korea sglee@skku.edu We had a full scale of literature survey and case survey of mathematics Flipped Learning class models. The purpose of this study is to design and adopt a Flipped Learning Linear Algebra class model that fis our need. We applied our new model to 30 students at S University. Then we analyzed the activities and performance of students in this course. Our Flipped Learning Linear Algebra teaching model is followed in 3 stages : The first stage involved the students viewing an online lecture as homework and participating free question-answer by themselves on Q&A before class, the second stage involved in-class learning which researcher solved the students' Q&A and highlighted the main ideas through the Point-Lecture, the third stage involved the students participating more advanced topic by themselves on Q&A and researcher (or peers) finalizing students' Q&A. According to the survey, the teaching model made a certain contribution not only to increase students' participation and interest, but also to improve their communication skill and self-directed learning skill in all classes and online. We used the Purposive Sampling from the obtained data. For the research's validity and reliability, we used the Content Validity and the Alternate-Form Method. We found several meaningful output from this analysis.

20 20 과목명선형대수학전공 이름학년학년 평가항목 1. 온라인- 오프라인출석을규칙적으로하였다. 2. QnA에적극적으로참여하였다. 3. QnA 내용에적합한질문과응답을하였다. 4. 동료에게도움에되는지식과정보를제공하였다. 5. 다른강의에비해동료의의견을존중하였다. 6. QnA 운영및의견수렴과정에긍정적으로기여하였다. 7. 이번강좌의동료와다른수업도듣고싶다. [ 의견 ] 자체평가에따른잘한점 자체평가에따른아쉬운점 전혀아니다 아니다약간아니다 약간그렇다 그렇다매우그렇다 과목명 선형대수학 피평가자 ( 동료 ) 이름 평가자 ( 작성자 ) 이름 평가항목 1. 온라인- 오프라인출석을규칙적으로하였다. 2. QnA에적극적으로참여하였다. 3. QnA 내용에적합한질문과응답을하였다. 4. 동료에게도움에되는지식과정보를제공하였다. 5. 다른강의에비해동료의의견을존중하였다. 6. QnA 운영및의견수렴과정에긍정적으로기여하였다. 전혀아니다 아니다약간아니다 약간그렇다 그렇다매우그렇다 7. 이번강좌의동료와다른수업도듣고싶다. [ 의견 ] 자체평가중잘한점 자체평가중미비점

21 21 평가내용 1. Flipped/PBL 방식의수업에적극적으로참여하였다. 2. 교수는학생들의능력을발휘하도록도와주었다. 3. Flipped/PBL 방식의학습과정을통해서새로운지식을획득하였고지식수준이향상되었다. 4. 이과정을통하여추론기술이향상되었다. 5. 이과정을통하여자기주도적학습기술을습득하였다. 6. 이과정을통하여문제해결기술을습득하였다. 7. 이과정을통하여학습운영기술을습득하였다. 8. 이과정을통하여전문성이향상되었다. 9. 이과정은실제연구상황과유사하였다. 10. 학습과정에대한평가방법이합리적이었다. 11. 문제해결을하면서학습주제를더잘알게되었다. 12. 학습과정에서학습주제와관련한활발한의사소통이이루어졌다. 13. 학습결과는문제해결절차를통해서산출되었다. 14 전반적으로 Flipped/PBL 방식의수업이효과적이라고생각한다. 15. Flipped/PBL 방식의수업에다시참여하고싶다. 매우긍정 평가 긍정보통부정매우부정

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