A Study on Exploring the Possibility of Learner-tailored Learning in Classics Education

The purpose of this paper is to obtain implications for improving the teaching method of classics education by analyzing the case of the learner-tailored individual and team-based activity parallel classes for the cultivation of core competencies in classics education, as well as to gain an better understanding of the students’ perceptions of classics education. The research question raised in this paper is first, what is learner-customized education in classics education and how is it possible? Second, how should reading notes be structured and utilized as learner-tailored education? Third, how should the discussion be operated as a team-customized education? Fourth, what should be the relationship between individual activities and team activities, and what is the synergistic effect of the two activities?As a result of the research on the problems raised, the instructor can provide 1:1 feedback on the students’ reading notes written before class by using the online bulletin board reflecting the learners’ characteristics, that is, the characteristics of learners who prefer immediate feedback due to exposure to various media. First, this can help to form a rapport between instructors and learners and to cultivate the learners’ sense of achievement, self-confidence, and challenging spirit in the classics whole reading class. In addition, the instructor can understand the characteristics of each learner and prepare effective lectures. Second, by setting the weight of reading notes and the team activity evaluation to 50%, evaluation based on the process rather than the result can be made. Third, reading notes combined with prior learning lead to active participation in this class and team activities. Fourth, it was confirmed through the questionnaire responses of learners that individual activities help to cultivate creativity and self-directed learning skills, and that team activities help to cultivate communication and collaboration skills that can be neglected in individual activities. However, in order for the learner-tailored class to become more active, the task remains to reduce the number of students and select only one work, rather than teaching two works at the same time, so that lectures and discussion activities can proceed smoothly.