홈으로 센터소개 센터소개 IC-PBL Connect & Share 교수지원 학습지원 IC-PBL Connect & Share IC-PBL 소개 IC-PBL Connect & Share IC-PBL 명예의 전당 IC-PBL 통계 IC-PBL 자료실 IC-PBL Share IC-PBL Connect IC-PBL Share IC-PBL Share IC-PBL Share는 한양대학교에서 이루어진 다양한 학부와 대학원 IC-PBL 수업 과정 및 결과를 공유하는 공간입니다. (비로그인 회원에게는 일부정보가 제한되어 표기됩니다.) ※ 2022학년도 첨부파일만 제공되니 전년도 자료가 필요하신 분들은 IC-PBL 교수학습센터로 메일 주시기 바랍니다. 기본정보 입력 [학부] 영어과교육론 김성연23.02.02조회 69 계열 인문사회계열 학부/대학원 학부 전공 영어교육과 학년도 2022 학기 2학기 과목명 영어과교육론 담당교수 김성연 소속 사범대학 영어교육과 IC-PBL 유형 M(현장통합형) 문제제시·기업 평가·기업 E(현장평가형) 문제제시·교수자 평가·기업 C(문제해결형) 문제제시·교수자 평가·교수자 ○ A(현장문제형) 문제제시·기업 평가·교수자 보고서 내용 수업목표 1. 언어 교수·학습 이론 및 습득의 원리를 이해할 수 있다. 2. 언어 습득과 교수 이론에 대한 이해를 바탕으로 교실 과업을 수행할 수 있다. 3. 영어 교수·학습과 관련된 문제(교사 요인, 학습자 변인, 환경 요인)에 대한 해결책을 탐구, 제안할 수 있다. This course aims to help you understand theories of language learning and teaching and apply them to your classroom teaching. Upon completion of the course, you will be able to: 1. understand theories of language learning and teaching, 2. apply content knowledge to classroom tasks, and 3. solve real world problems related to language learning and teaching. IC-PBL 수업 문제 1. You have some students who are highly proficient but reluctant to participate in group work with others, particularly lower level students. They believe that they don’t gain much from collaborating with those with limited proficiency. Develop teaching strategies and methods that can help to involvethe proficient but reluctant learnersin group work. 2. American English is regarded as the norm in primary through secondary school contexts in Korea. Identify limitations ofthis view, considering that we are living in a multilingual society in the global era. For middle school freshmen, design an English pronunciation class that can overcomethe limitations. 3. The national curriculum advises teachers to avoid using metalinguistic terms in grammar instruction. Yet, the middle school seniors you teach want you to explain grammar using the terms. The problem is while they believe that the metalinguistic expressions are useful for understanding grammar, they find them difficult and boring. How would you work out this problemand design a grammar lesson that considers their learning needs and difficulties at the same time? 4. You have students who are different in terms of their personality. Some of them are extroverted and like to dominate in class. From time to time, they even interrupt teachers, asking irrelevant questions while class is in session. In contrast, other students are very reserved and passive. How would you manage the learners who are at the extreme ends of the personality continuum? Plan instructional strategies and design teaching methods to work outthis problem. 리스트수정삭제 top