KJCKorea
Journal Central

The purpose of this study is to introduce class management cases and examine learners' satisfaction by applying flipped learning to the major course of <Chinese Reading>. I examined how the <Chinese Reading> class, which was operated in a flipped learning method, was organized and analyzed the learner's activity sheet and class satisfaction. And I also investigated the strengths and weaknesses of flipped learning's cooperative learning. It was found that learners were generally satisfied with the Chinese Reading class operated by the basic model of flipped learning, which was divided into three stages: the pre-classroom stage, the in-classroom stage, and the post-classroom stage. They responded to the survey that they could improve their Chinese reading ability and language knowledge through cooperative learning. In addition, they evaluated it as positive for interpersonal relationship formation. During cooperative learning, interactions with group instructors and learners were found to be active. Some learners still wanted the existing lecture-style class, while others were dissatisfied with cooperative learning. This study is a class case study the applies flipped learning to Chinese Reading class. In addition to the reading comprehension skills that must be developed in reading classes, we also introduced a teaching method that could develop language knowledge through interaction between learners and instructors. Through this, learners' participation in class and satisfaction in class could be increased. I think that, in the future, research that incorporates cognitive fields is needed to help minimize problems or complaints in flipped learning classes.

Flipped Learning, Chinese Reading Class, lecture Satisfaction, course evaluation, vocabulary