초록 열기/닫기 버튼
This article reports the practical process of an exploratory case study on problem-based learning (PBL) in literary studies. Though PBL has developed primarily in the practical disciplines such as medical sciences, engineering sciences, and other applied sciences, it can also be appropriate to literary studies that usually generate various responses and answer to its texts and genuinely unique problems. Literary studies do not require clear-cut answers as practical disciplines do; instead discussion and debate can be the best way to solve its complicated and confusing problems. On the contrary, tutor-directed models that currently dominate in literary studies actually run counter to its real nature. Since a PBL method is a learning process to put an emphasis on cooperative learning and group-management of tasks to solve problems and improves critical reading, thinking, and writing skills, it can be one of the most suitable methods to literary studies. On the basis of the above mentioned assumptions on PBL, this case study of “Survey of English Literature I” examines some concerns, such as issues related to positioning tutors and students, learning in teams and assessing learning, and designing problems (or projects) and shows how this pedagogy can be carried out in literary studies.
키워드열기/닫기 버튼
Literary Studies, Problem-based learning (PBL), Constructivist learning theory, cooperative learning, dominance of tutor-directed models
