관광지 간접 체험 프로그램을 활용한 일본문화 수업설계 및 적용 사례 연구
A Case Study on Designing and Implementing a Japanese Culture Class Using a Virtual Tourist Destination Experience Program
- 주제(키워드) 자기결정성 이론 , 기본심리욕구 , 외재적 동기 , 내재적 동기 , 무동기 , 학습 동기 , 학습만족도 , 학습몰입도 , 일본문화 교육 , 교육용 프로그래밍 언어(EPL) , Self-Determination Theory (SDT) , Basic Psychological Nee ds , Extrinsic Motivation , Intrinsic Motivation , Amotivation , Learning Moti vation , Learning Satisfaction , Learning Engagement , Japanese Cultural Ed ucation , Educational Programming Language (EPL)
- 발행기관 고려대학교 교육대학원
- 지도교수 조영남
- 발행년도 2026
- 학위수여년월 2026. 2
- 학위명 석사
- 학과 및 전공 교육대학원 일어교육전공
- 원문페이지 142 p
- 실제URI http://www.dcollection.net/handler/korea/000000307474
- UCI I804:11009-000000307474
- DOI 10.23186/korea.000000307474.11009.0301145
- 본문언어 한국어
초록/요약
본 연구는 성인 일본어 학습자의 학습동기 유형에 따른 학습만족도와 학습몰입도의 차이를 분석하고, 심층 인터뷰를 통해 수업에서 만족하고 있는 요소는 무엇인지 밝히는 것을 목적으로 하였다. 또한, 본 수업이 향후 온라인 수업으로서 적절한지도 알아보고자 했다. 수업의 이론적 틀은 Deci와 Ryan의 자기결정성이론(Self-Determination Theory)을 기반으로, 자율성·유능감·관계성이라는 기본심리욕구가 학습자의 내재적 동기를 강화시킨다는 가정을 토대로 하였다. 연구 대상은 일본어를 학습하는 성인 30명으로, 인구통계 설문조사, 학습동기 설문조사, 5점 리커트 척도인 학습만족도 및 학습몰입도 설문조사, 심층 인터뷰를 실시하였다. 또한 교육용 프로그래밍 언어(EPL)인 엔트리 코딩 프로그램을 활용하여 일본 관광지 간접체험 프로그램을 개발하고 수업에 적용하였다. 학습만족도와 학습몰입도는 SPSS Statistics를 사용해 독립표본 t-검정으로 집단 간 평균값 차이를 분석하였다. 연구 결과, 통계적으로 유의한 차이는 없었으나, 평균값으로 비교해 보았을 때, 내재적 동기 집단의 학습만족도(85.96%)와 학습몰입도(78.27%) 평균이 외재적+무동기 집단(80.91%,74%)보다 높게 나타났다. 심층 인터뷰에서 내재적 동기 학습자는 학습의 자율성과 학습보조요소를 중시했으며, 외재적 동기 학습자는 코딩 프로그램 활용 및 수업의 실용성·독창성을 더 중요하게 인식하였다.
more초록/요약
This study aimed to analyze the differences in learning satisfaction and learning engagement among adult Japanese language learners according to their types of learning motivation, and to identify the elements that contributed to their satisfaction through in-depth interviews. Additionally, the study examined whether the class could be suitable as an online course in the future. The theoretical framework of the class was based on Self-Determination Theory (Deci & Ryan), which assumes that fulfilling the three basic psychological needs—autonomy, competence, and relatedness—enhances learners’ intrinsic motivation. The participants consisted of 30 adult learners of Japanese, who completed a demographic survey, a learning motivation questionnaire, and 5-point Likert-scale surveys on learning satisfaction and learning engagement, followed by in-depth interviews. Furthermore, an Entry-based Educational Programming Language (EPL) activity was implemented by developing a virtual tourism experience program of Japanese tourist destinations, which was integrated into the lessons. Differences in the mean values of learning satisfaction and engagement between groups were analyzed using independent sample t-tests with SPSS Statistics. Although no statistically significant differences were found, the intrinsic motivation group showed higher mean scores for learning satisfaction (85.96%) and learning engagement (78.27%) compared to the extrinsic+amotivation group (80.91% and 74%, respectively). In the interviews, intrinsically motivated learners emphasized autonomy and learning support factors, while extrinsically motivated learners placed more importance on the practicality, originality, and coding aspects of the lessons.
more목차
초록 ······································································································································· i
Abstract ······························································································································· iii
목차 ······································································································································ v
표 목차 ····························································································································· viii
그림 목차 ···························································································································· xi
1. 연구 배경 및 목적 ········································································································· 1
2. 이론적 배경 및 선행연구 ······························································································ 4
2.1 이론적 배경 ·············································································································· 4
2.1.1 자기결정성 이론 ······························································································ 4
2.1.2 기본심리욕구 ··································································································· 8
2.1.3 학습만족도 ······································································································· 9
2.1.4 학습몰입도 ····································································································· 11
2.2 선행연구 ·················································································································· 13
2.2.1 여행을 주제로 한 일본어·일본지역문화 지도법에 관한 연구 ················· 14
2.2.2 컴퓨터와 일본어일본문화 지도법에 관한 연구 ········································· 15
2.2.3 교육용 프로그래밍 언어(EPL)를 활용한 외국어교육에 관한 연구 ········ 17
2.3 본 연구의 입장 ······································································································ 19
3. 연구 방법 ······················································································································ 21
3.1 연구 대상 ················································································································ 21
3.2 연구 절차 ················································································································ 24
3.2.1 인구통계 설문조사 ························································································ 25
3.2.2 학습자 동기 분류 ·························································································· 25
3.2.3 학습만족도 설문조사 ···················································································· 29
3.2.4 학습몰입도 설문조사 ···················································································· 30
3.2.5 심층 인터뷰 ··································································································· 30
3.2.6 일본 관광지 간접체험 프로그램 제작 ························································ 33
3.3 분석 방법 ················································································································ 38
4. 수업설계 및 실행 ········································································································· 40
4.1 수업 설계 ·········································································································· 40
4.2 여행 코스 소개 ································································································ 43
4.3 관광지 간접체험 프로그램 실행 ···································································· 44
4.4 여행계획서 작성 ······························································································· 46
4.5 발표 ··················································································································· 47
5. 연구결과 및 고찰 ········································································································· 52
5.1 학습자의 일본어 학습 방법 ·········································································· 52
5.2 수업만족도 설문조사 결과 ·············································································· 53
5.3 학습몰입 설문조사 결과 ·················································································· 57
5.4 심층 인터뷰 결과 ····························································································· 61
5.5 종합적인 고찰 ·································································································· 95
6. 결론 ····························································································································· 106
참고문헌 ··························································································································· 112
부록 ·································································································································· 122
1. 인구통계 설문조사 ································································································· 122
2. 학업동기 설문조사 ································································································· 124
3. 학습만족도 설문조사 ····························································································· 127
4. 학습몰입도 설문조사 ····························································································· 128
