ScholarWorks@숙명여자대학교

초록

This paper is a case-study on teaching “Romanticism” through hybrid Problem-Based Learning, which aims to strengthen the student’s self-directed learning capacity, by actively participating in learning to solve a given problem and conducting research, discussion, and presentation of results through group activities. The teaching and learning activities in “Romanticism” class, which include interpretive capacity to understand and analyze the texts, writers, works, and their social and historical backgrounds, are in part, what PBL already assumes. In “Romanticism” class, three PBL modules were conducted on nature, rights, and the novel Frankenstein. 1st module topic is “Enlightenment and the Emergence of Romantic Nature and students should write an article for English Times. 2nd module topic is “The Rights of Man and the Revolution Controversy” and students should contribute a scholarly article for “Society for Minority in Literature”. 3rd Module topic is “Frankenstein and Romanticism” and students as the PD of the liberal arts bureau of a broadcasting company must plan a documentary scenario for ‘Sci-fi in the Romantic Era’. Results show that students in PBL Romanticism class do not sacrifice content acquisition of Romanticism when compared to student learning in traditional Romanticism class settings. Rather they tend to exceed the scope of Romanticism. More importantly, PBL questions seem to meet the practical needs of students, though partially. However the adequacy of the Romanticism PBL problem, the specificity of English literature, the rapid change in the role of the professor and other issues must be dealt with in follow-up researches in order to carry out more improved teaching method in Romanticism class. It is clear that the 21st century is in the midst of a paradigm shift from knowledge transfer and acquisition to knowledge construction, and literature education through PBL is a part of its efforts as well.

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