거꾸로 수업을 특성화고 식품과학교과에 적용하기 위한 수업-설계 개발 연구

Abstract

Lesson design development research to apply Flipped Learning to characterization high school food science subjects Kim, Hyo-Jin Graduate School of education, Pukyung National University Abstract

The most important feature of the revised education curriculum in 2015 will be to emphasize the process rather than the results and increase the discussion · participation type lessons. In other words, instead of injecting knowledge, it is necessary to introduce Flipped Learning that can reconstruct knowledge through their own experiences. Currently, studies on introduction of Flipped Learning are active in subjects such as national languages, English, mathematics, science, etc. there are no cases in which Flipped Learning is introduced in specialized subjects of specialized high school subjects. We will try to find a solution for applying it to food science subjects. In this study, we propose a method to apply Flipped Learning, which is capable of "interactions through communication," to the "high school food science subject" in order to acquire "applicable knowledge" We have designed a teaching-learning design model and proposed a lesson guidance plan focusing on "preservation of food", which is a sub-section of the food science subject. The results of the professor - design development study to apply Flipped Learning to the characterizing high school food science subject are as follows. First, we compare and analyze cases where Flipped Learning were applied to characterizing high school and humanities. As a result of the analysis, Characterized High School was able to know that improving practical skills necessary for vocational ability, mainly human beings, and progressing Flipped Learning mainly on assignment selection examination. Secondly, we currently analyzed two models presented by applying Flipped Learning to Korean school classes and designed a professor · learning model for Flipped Learning to apply to the characterization high school food science subject. Third, the professor · learning model of the reverse class designed in this paper was applied to the "food preservation" section of food science subjects. 3 As a result of designing a professor · learning guidance proposal for reverse teaching over chassis, practical type learning based on job function that can be used at the work site according to the purpose of characterization high school is possible. In this study, we proposed a method to characterize Flipped Learning and apply it to the food science curriculum. However, there is a limitation in that it is limited to literature research, teaching and design development We will apply the Flipped Learning teaching and learning model designed in this paper and the teaching and learning guidance plans to the subjects of food science in the future and modify and develop them while the long-term class is progressing.