이 연구는 거꾸로 교실(Flipped Classroom)실험에 참여한 교사들의 수업구조와 실행경험을 분석하여 교실사회학적 의미를 분석한 것이다. 거꾸로 교실(flipped classroom)은 동영상을 통해 교과지식을 집에서 학습하고 과제로 부여했던 활동을 교실에서 수행함으로써 고전적인 수업의 형식을 뒤집은 수업방식으로서 수업구조와 교사의 역할변화를 가져오게 된다. 이 논문은 거꾸로 교실(Flipped Classroom)도입으로 인한 수업구조, 교실 공간 배치, 학생과의 상호작용, 교사역할의 변화를 교사들이 어떻게 인지하고 의미화하는지를 분석하여 교실사회학적 의의를 고찰하였다. 연구결과를 바탕으로 수업구조와 방식의 변화가 교사와 학생의 상호작용을 어떻게 추동해 내는지를 논의하고, 교실 수업 공간의 구조와 변화를 통한 교육혁신의 가능성을 모색하였다
This study investigates the signification of Flipped classroom by the qualitative study based on the analysis of observation of classroom and narratives of teachers. Flipped classroom cause the change of role of teacher in classroom. This study is to investigate the effects and signification for teachers by the flipped classroom. That is to say, focusing on the experience of teachers on the flipped classroom, this study analysed the implication on the sociology of classroom. Based on these results, I discussed the possibility of educational reform by the change of classroom reflecting the Korean educational culture.
This study investigates the signification of Flipped classroom by the qualitative study based on the analysis of observation of classroom and narratives of teachers. Flipped classroom cause the change of role of teacher in classroom. This study is to investigate the effects and signification for teachers by the flipped classroom. That is to say, focusing on the experience of teachers on the flipped classroom, this study analysed the implication on the sociology of classroom. Based on these results, I discussed the possibility of educational reform by the change of classroom reflecting the Korean educational culture.
