Chinese to korea consecutive interpretation instructional design model

JIN HYEON

doi:10.15792/clsyn..73.201612.407

This study is a researcher on chinese to korea consecutive interpretation that blended learning be applied. chinese to korea consecutive interpretation blended learning research is the first study in the korea. The instructional design model was analyzed, designed, developed, implemented, and evaluated by using the ADDIE model. Student needs analysis, content analysis, technical environment analysis in grasped by using the ADDIE model. So I could set the contents and goals of the class considering the level of students. Through information design, performance goal, and evaluation design, it was possible to design teaching purpose, method, and overall test. Finally, the problem of the instructional design model can be grasped and corrected by the evaluation. As a result of student achievement evaluation and summative evaluation, it was necessary to reduce the amount of learning. So I reduced the amount of learning and removed the assignment since the first semester of 2016. The problem of this study is that the number of students surveyed is small. There is a lack of statistical significance. the same questionnaire should be continued for several years to ensure statistical significance. In addition, the questionnaire items were evaluated only for the instructor lecture and learner achievement, so I could not fully evaluate the instructional design model. I will correct this shortcoming by adjusting the questionnaire items in the future.

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KCI Citation Counts (11)
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REFERENCES (14)
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* 2022년 이후 발행 논문의 참고문헌은 현재 구축 중입니다.

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