This study, based on the theory of Problem Based Learning(PBL), is meaningful in classes for Korean for Academic Purpose(KAP) as it assists in improving their academic performance abilities and thus this study develops a teaching-learning model. In o... This study, based on the theory of Problem Based Learning(PBL), is meaningful in classes for Korean for Academic Purpose(KAP) as it assists in improving their academic performance abilities and thus this study develops a teaching-learning model. In order to develop a Problem Based class model for Korean for Academic Purpose students, this study uses the following three questions as its basis; Firstly, what is the principle of Problem Based class models for KAP students? Secondly, how can we discern a Problem Based class model for KAP students? And lastly, is a Problem Based class model for KAP students appropriate? Before developing a class model, this study analyzed the theory of Problem Based Learning and related theories and factors in forming academic performance that KAP students need. In the pilot study, points of improvement were deduced and based on this the principles of designing a KAP-PBL model were presented. The following are the principles in the design of the KAP-PBL model. Firstly, the KAP-PBL should assist in students’ problem solving abilities and in improving students’ high-dimensional thinking ability. Secondly, the KAP-PBL model should assist in the learning of academic material. Thirdly, the KAP-PBL model should assist in improving academic language skills. Fourthly, the KAP-PBL model should be a class in which self-directed learning skills and cooperative learning skills are improved. Fifthly, in the KAP-PBL model, teachers should play the role of facilitators in the entire class process and through mini-lectures, should fulfill students’ needs on a teacher based lecture. Additionally, after examining and comparing various problem based learning models, this study establishes a frame for a fitting model and then developed it. This KAP-PBL model was formed based on the model development study methodology of Richey & Klein (2007). In order to test the validity of the principle of the design and the model; ‘expert review’ for increasing the internal validation and ‘field appraiser’ for increasing external validation were implemented. Based on the developed models, after the process of the first professional review, the first modified model was formed and based on the modified model a real academic purposed class was carried out. For the field appraisal, Korean classes as an elective and Korean major classes were each carried out at Seoul based K-University with first year university students as the target. The elective Korean classes were held with first year students for 3 hours at a time for a total of 15 times and the major based Korean classes were held with first year business administrations major students for 3 hours at a time a total of 6 times. The second validation process was based on the triangulation method of study which verified the class model’s effectiveness based on the analysis of students’ results, self-reflection diary, an online studying support bulletin board, teachers’ diary, interviews, and a survey. Students in both groups were found to have improved in ‘communicative competence, cooperative learning, problem solving abilities and self-directed learning abilities’ and furthermore showed signs of satisfaction on the overall class. However, in the elective based class, there was a higher demand for language activities than in the major based class. In the major based class, due to a low understanding of the content, the class model needs to be revised to accommodate the needs of the students. After the second validation process, a modified class model is deduced reflecting the points that needed improvement. After the third process of an expert review of the model from the second validation process, the final KAP-PBL model is deduced. For the application plan of the model, according to the goal of teachers and students elective based courses require a plan that emphasizes discussions, reading texts, and writing skills while major based classes require team teaching with a professor within the major whereby the contents of the major would be taught more effectively. This study develops the KAP-PBL teaching-learning model for Korean for Academic Purpose and the study shows how this model assists students in their problem solving abilities and high-dimensional thinking capabilities, academic purpose information acquisition, improvement in language ability, improvement in affective ability and to this extent portrayed various instances where the model could actively be used between teachers and students in enhancing academic proficiency. ，韩语论文范文，韩语论文范文 |
