학습전략 향상을 위한 교육방안 연구 A Study on Educational Methods to Improve Learning Strategies

This study developed an educational activity plan for classrooms to revitalize learning strategies. To this end, the concept and components of learning strategies were examined and an educational plan to improve learning strategies was proposed based on this theory. In particular, the class was planned by considering textbooks used in the Korean language field and the actual university semester. Therefore, it is important to design and prioritize to learner-centered classes in Korean language education. Related activities were presented so that learners could apply learning strategies, and class activities were presented to encourage learners' participation. The educational plan focused on learner-centered classes and implemented regular assessments to improve learning strategy skills. An occasional evaluation component was proposed eight times in a semester(week 10) for writing, speaking, and listening. The strategies that learners practice with the goal of occasional evaluation are as follows: In vocabulary and grammar learning, these strategies are cognitive, memory, reward, affective, and social. In speaking classes, memory, reward, affective, and social strategies were emphasized, while writing relied more on cognitive, reward, and affective strategies. Listening-related activities help improve metacognitive strategies. This study developed an educational activity plan for classrooms to revitalize learning strategies. To this end, the concept and components of learning strategies were examined and an educational plan to improve learning strategies was proposed based on this theory. In particular, the class was planned by considering textbooks used in the Korean language field and the actual university semester. Therefore, it is important to design and prioritize to learner-centered classes in Korean language education. Related activities were presented so that learners could apply learning strategies, and class activities were presented to encourage learners' participation. The educational plan focused on learner-centered classes and implemented regular assessments to improve learning strategy skills. An occasional evaluation component was proposed eight times in a semester(week 10) for writing, speaking, and listening. The strategies that learners practice with the goal of occasional evaluation are as follows: In vocabulary and grammar learning, these strategies are cognitive, memory, reward, affective, and social. In speaking classes, memory, reward, affective, and social strategies were emphasized, while writing relied more on cognitive, reward, and affective strategies. Listening-related activities help improve metacognitive strategies.